Overview

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. They analyze the opportunities, challenges and gaps between internationalization policy, practice and international activities through the intersectional voices of researchers, teacher educators, students and pre- and in-service teachers of English in diverse settings. In doing so, this book identifies the trends, skills and knowledges needed for, or developed through, the internationalization of TESOL teacher education while also contributing to the decolonialization of the field.

Full Product Details

9781800418929

Table of Contents

Reviews

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. * 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 *

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. * Angel M. Y. Lin, The Education University of Hong Kong *

Author Information

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).

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