At the forefront of research on English language teacher education and professional development, this volume presents new empirical research, 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.
At the forefront of research on English language teacher education and professional development, this volume presents new empirical research, 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.
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.
Inhaltsangabe
CONTENTS Foreword - Kathleen M. Bailey Preface 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 Toma 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 Epilogue David Nunan
CONTENTS Foreword - Kathleen M. Bailey Preface 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 Toma 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 Epilogue David Nunan
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