1st Edition

Teacher Education and Professional Development in TESOL Global Perspectives

Edited By JoAnn Crandall, MaryAnn Christison Copyright 2016
    304 Pages 14 B/W Illustrations
    by Routledge

    304 Pages 14 B/W Illustrations
    by Routledge

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    At the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S. It is framed by the volume editors’ insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts.

    All chapters focus on the applied nature of the research and include a section on implications. To provide balance and a range of views, the volume includes both chapters reporting on empirical research funded by TIRF grant recipients and several from invited authors who are senior scholars in the field. This is the third volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.


    Foreword – Kathleen M. Bailey


    JoAnn (Jodi) Crandall and MaryAnn Christison

    Part I. An Introduction to Teacher Education and Professional Development in TESOL

    Chapter 1

    An Overview of Research in English Language Teacher Education and Professional Development –

    JoAnn (Jodi) Crandall and MaryAnn Christison

    Part II: Teacher Identity in Second Language Teacher Education and Professional Development Programs

    Chapter 2

    Teacher Education and the Development of Teacher Identity

    Aymen Elsheikh

    Chapter 3

    ESOL Teacher Candidates’ Emotions and Identity Development

    Bedrettin Yazan

    Megan Madigan Peercy

    Chapter 4

    Academic English Learners’ Attitudes Towards Native and Non-Native English-speaking Teachers

    Lucie Moussu

    Part III: Second Language Teacher Education for Diverse Contexts

    Chapter 5

    Diversity within TESOL Teacher Education Programs

    Ali Fuad Selvi

    Megan Madigan Peercy

    Chapter 6

    Key Considerations in Language Teacher Education Programs Designed to Prepare Multilingual Teachers for Multilingual Classrooms

    Farahnaz Faez

    Chapter 7

    Multiple Perspectives on Language Proficiency Development of Non-native English-speaking Teacher Candidates in Canada and Israel

    Ofra Inbar-Lourie

    Antoinette Gagné

    Chapter 8

    Teacher Language Awareness Among Pre-service K-12 Educators of English Language Learners

    Kristen Lindahl

    PART IV. Professional Development Programs for Diverse Contexts

    Chapter 9

    Building a Sustainable International Professional Community Through Online TESOL

    Professional Development

    Joan Kang Shin

    Chapter 10

    Crossing Contexts for Teacher Learning: Adult ESL Teachers in Kindergarten

    Patsy Vinogradov

    Chapter 11

    Foreign Language Anxiety and Japanese Elementary-School Teachers’ Characteristics

    Tomohisa Machida

    Part V: Preparing Teachers for English Medium Instruction (EMI)

    Chapter 12

    Korean Professors’ Pedagogical Efforts and Professional Development Needs in English-Medium Instruction

    Jaehan Park

    Faridah Pawan

    Chapter 13

    Creating a Professional Development Program to Support Faculty in an English Medium University of Science and Technology

    MaryAnn Christison

    Zuzana Tomaš

    Kristen E. Hiller

    Adrian S. Palmer

    Chapter 14

    Content Teachers Engaged in English Medium Instruction in Denmark

    Joyce Kling

    Chapter 15

    Translanguaging for Teacher Development in Qatari Middle School Science Classrooms

    Zohreh R. Eslami

    Dudley Reynolds

    Sunni L. Sonneburg-Winkler

    JoAnn (Jodi) Crandall

    Part VI. Epilogue

    Chapter 16


    David Nunan


    JoAnn (Jodi) Crandall is Professor Emerita of Education at the University of Maryland, Baltimore County, USA. She is a past president of TESOL International, WATESOL, and AAAL, and a founding and current member of the TIRF Board of Trustees.

    MaryAnn Christison is Professor, Department of Linguistics/Urban Institute for Teacher Education at the University of Utah, USA. She is a member of the TIRF Board of Trustees and a past president of TESOL International Association.