Internationalization of TESOL Teacher Education Global and Critical Perspectives
Produktdetaljer
Biographical note
Vander Tavares is Associate Professor in education at Inland Norway University of Applied Sciences, Norway, and holds a PhD from York University, Canada. He is the editor of Social Justice through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity (Routledge, 2025) and of Social Justice, Decoloniality, and Southern Epistemologies within Language Education (Routledge, 2023).
<p>Through interrogating the power dynamics and epistemic biases underpinning TESOL teacher education worldwide, the authors in this volume go beyond just highlighting the need for onto-epistemological diversity. Instead, they argue that TESOL teacher education must center inequities and injustices situated in people’s lived experiences to cultivate antiracism and social justice. As such, this book offers a rare and critical lens that demands transformative change in the field. A must-read for educators, researchers, and policymakers committed to equity and social justice in language education.</p>
Angel M. Y. Lin, The Education University of Hong Kong
Tavares’s newest book is a bold, hopeful, and timely effort to expand our limited understanding of the internationalization of teacher education in TESOL. Featuring contributions from scholars of diverse backgrounds, the chapters move fluidly between various levels of granularity and contexts. This volume serves as a much-needed clarion call for an ethically informed, contextually relevant, and socially just approach to the internationalization of both language education and language teacher education.
Ali Fuad Selvi, The University of Alabama, USA
This is a powerful and critical volume on internationalisation. Through the lens of TESOL teacher education, it exposes the multilayered and contested practices, processes and discourses of the phenomenon. The chapters collectively demonstrate how internationalisation agendas and initiatives perpetuate different forms of inequality, but also lead us to finding ways to address these through possibilities of equity, social justice and decoloniality. A must-read!
Ruanni Tupas, Institute of Education, University College London, UK
This book examines internationalization practices, policies and experiences within TESOL teacher education. The chapters offer empirical, conceptual and theoretical engagements with the internationalization of TESOL teacher program curricula from both global and critical perspectives.
Contributors
Vander Tavares: Introduction
Part 1: Challenges to the Internationalization of TESOL Education Around the World
Chapter 1. Ingrid Rodrick Beiler and Vander Tavares: Engagements with Internationalization in Norwegian TESOL Education: Reproducing or Confronting Ideologies?
Chapter 2. Anh Ngoc Trinh, Nhung Hong Thi Nguyen and Anh Lan Thi Tran: Internationalization in Vietnam’s English Language Teacher Education Curriculum: Toward a Localized English Teacher Education Framework
Chapter 3. Yoko Kobayashi: Inclusion/Exclusion of TESOL in the 'True' Internationalization of Japan’s Higher Education
Chapter 4. Md. Sadequle Islam and Sílvia Melo-Pfeifer: Higher Education English Teachers’ Ideologies on Translanguaging: Monolingual Mindset Meets Internationalization
Part 2: Identifying Trends, Knowledges and Skills to Support Internationalization
Chapter 5. Manfred Man-fat Wu: Harnessing Teacher Identity for Globalization and Internationalization of TESOL Curricula
Chapter 6. Zhenjie Weng: Internationalizing TESOL Teacher Education by Connecting Global and Local Practices from a 'Teacher Agency' Perspective
Chapter 7. Chiew Hong Ng, Yin Ling Cheung and Weiyu Zhang: Approaches and Practices for Intercultural Knowledge Development in Internationalizing TESOL Teacher Programs: An Overview of the Field
Part 3: Exploring the Potential of Study Abroad and Virtual Exchange Experiences in TESOL
Chapter 8. Zuzana Tomaš and Anna Slatinská: The Value of Virtual Exchange in Internationalizing the TESOL Curriculum: Centering Global Competencies
Chapter 9. Hyun-Sook Kang: Two Tales of Study Abroad: The Role of Class
Chapter 10. Jialing Wang: Master’s TESOL Returnees’ Career Dilemmas in China: The Need to Prepare Teachers for Careers Beyond the United States
Chapter 11. Ayako Suzuki: Japanese Pre-Service English Teachers’ Reflections on Study Abroad Experiences: Developing Intercultural Competence through ELF Awareness
Part 4: Fostering Decolonization through Internationalization
Chapter 12. Hyesun Cho: Contesting Native Speakerism in Language Teacher Identity Construction: A Case Study of a Short-Term Study Abroad Program
Chapter 13. Eunjeong Lee and Chatwara Suwannamai Duran: Toward Antiracist TESOL Teacher Education: Centering Transnational BIPOC Students and Communities
Chapter 14. G. Sue Kasun, Saniha Kabani and J. Nozipho Moyo: Future Preparers of TESOL Teachers: Construction of Decolonizing Community Space by Weaving International Identities
Index
Produktdetaljer
Biographical note
Vander Tavares is Associate Professor in education at Inland Norway University of Applied Sciences, Norway, and holds a PhD from York University, Canada. He is the editor of Social Justice through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity (Routledge, 2025) and of Social Justice, Decoloniality, and Southern Epistemologies within Language Education (Routledge, 2023).