TESOL Teacher Education in a Transnational World

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.

Acknowledgment

Tables and figures

List of contributors






Introduction
Osman (Othman) Barnawi, Royal Commission Colleges and Institutes, Saudi Arabia and Sardar Anwaruddin, York University, Canada

Part I: Epistemological, theoretical and historical interventions




Transnationalism and education: epistemological and theoretical exercises
Xiaoye You




Researching transnationalism and TESOL teacher education: critical review and outlook
Xiaoya Sun, Weiyu Zhang, and Yin Ling Cheung




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

Part II: Spatial Interventions




Teaching abroad during TESOL initial teacher education: The case of a project in China
Benjamin Luke Moorhouse




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




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




A Pedagogical Framework to Support Teachers in Today’s Dynamic, Digital, Intercultural and Transnational Learning Environments
Geoff Lawrence




Telecollaboration as translingual contact zone: teacher candidates’ translingual negotiation strategies
Bedrettin Yazan, Baburhan Uzum, Sedat Akayoglu, and Latisha Mary




Creating authentic contexts for transnational learning and teaching in TESOL teacher education
Sarina Chugani Molina




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




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




Transnationalism to Further Transform TESOL Education
Kyle Perkins and Xuan Jiang




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




Doing TESOL Postgraduate Studies Overseas: Teacher Training, Studying Abroad, (and/) or a Master’s Degree?
Dandan Zhu and Jim McKinley




Afterword by Li Wei