TESOL Teacher Education in a Transnational World

TESOL Teacher Education in a Transnational World critically examines theories and practices in contemporary TESOL teacher education to shed new light on the intersection of transnationalism and language teacher education.

Autorentext

Osman Barnawi is Associate Professor at the Royal Commission Colleges and Institutes, Yanbu, Saudi Arabia. His research interests include the intersection(s) of language and political economy, social and education policy studies, the cultural politics of education, multilingual and multicultural studies, second language writing, and transnational education.

** Anwar Ahmed** is an Assistant Professor in the Department of Languages, Literatures and Linguistics at York University in Canada. His current research interests are language teacher education, second language writing pedagogy, technology, and affect studies.

Inhalt

Acknowledgment

Tables and figures

List of contributors

1. Introduction

   Osman (Othman) Barnawi, Royal Commission Colleges and Institutes, Saudi Arabia and **Sardar Anwaruddin, York University, Canada Part I: Epistemological, theoretical and historical interventions

   **

2. Transnationalism and education: epistemological and theoretical exercises

   Xiaoye You

3. Researching transnationalism and TESOL teacher education: critical review and outlook

   Xiaoya Sun, Weiyu Zhang, and Yin Ling Cheung

4. Critical Engagement with Teaching EFL: Toward a Trivalent Focus on Ideology, Political Economy, and Praxis

   ** Ryuko Kubota

   ** Part II: Spatial Interventions

5. Teaching abroad during TESOL initial teacher education: The case of a project in China

   Benjamin Luke Moorhouse

6. Rejecting the transnational in TESOL teacher training: the propagation, spread and hybridization of a critical pedagogic register of TESOL teacher training in the Oriente Antioqueño, Colombia

   Peter Browning

7. Critical autoethnography in TESOL teacher education: A translingual and Cultural-Historical Activity Theory perspective for transnational spaces

   **

   Cristina Sánchez-Martín

   ** Part III: Technological and virtual interventions

8. A Pedagogical Framework to Support Teachers in Today's Dynamic, Digital, Intercultural and Transnational Learning Environments

   **

   Geoff Lawrence

   **

9. Telecollaboration as translingual contact zone: teacher candidates' translingual negotiation strategies

   Bedrettin Yazan, Baburhan Uzum, Sedat Akayoglu, **and ****Latisha Mary

   **

10. Creating authentic contexts for transnational learning and teaching in TESOL teacher education

    ** Sarina Chugani Molina

11. TESOL through the reflections of transnational EMI lecturers: A ROADMAPPING approach **

    **

    Davinia Sánchez-García and Nashwa Nashaat

    Part IV: Policy, curricula and professional learning and development

    **

12. Transglocality in English Language Teacher Education: A Transnational Polyethnography of the Glendon D-TEIL Experience in Cuba

    **

    Iara Bruz, Gustavo Moura, Ruberval Maciel, Ian Martin and Brian Morgan

    **

13. Transnationalism to Further Transform TESOL Education

    **

    Kyle Perkins and Xuan Jiang **

14. Human Rights as a Performative Context for Transnationalism: Working with Difference in Brazilian Teacher Education

    **

    Joel Windle **

15. Doing TESOL Postgraduate Studies Overseas: Teacher Training, Studying Abroad, (and/) or a Master's Degree?

    ** Dandan Zhu and Jim McKinley

    **

    **

16. Afterword by Li Wei