Overview

This volume takes a holistic view of the current trends and challenges in quality and quality assurance in TESOL and teacher education. Bringing together top scholars in the field from all over the world, the text features invaluable international perspectives with the common objective of improving the quality in TESOL and teacher education in constantly changing and challenging educational contexts globally. Grouped into four wide-ranging, thematic sections – on multilingualism, diversity, teacher education, and future challenges – the book addresses new obstacles faced by educational professionals in today’s rapidly changing educational landscape by offering alternatives to quantitative targets. Chapter authors cover a range of contexts and timely issues, including technology in the classroom, culturally relevant teaching, teaching for continuous improvement, professional development, and monitoring and evaluating quality. Providing a forum of discussion on the intricacies, complexities, and challenges related to the urgent question of quality in the field, this book is a must-read for prospective ESL/EFL teachers and teacher educators.

Full Product Details

Author:   Juan de Dios Martínez Agudo
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.453kg
ISBN:  

9780367187842

ISBN 10:   0367187841
Pages:   280
Publication Date:   04 November 2019
Audience:   College/higher education ,  Tertiary & Higher Education ,  Undergraduate
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Foreword – Thomas S. C. Farrell Acknowledgments List of Contributors Introduction and Overview Juan de Dios Martínez Agudo Part I Quality in TESOL Education in a Globalized Multilingual World Chapter 1 Quality Language Education in a Multilingual World: A Human Rights Perspective on Theory and Practice David Little Chapter 2 Raising Quality Through Critical Pedagogy in TESOL Graham Crookes Chapter 3 Policy and Ideology in ELT: The Impact of Educational Reforms on the Quality of Language Education Gabriele Azzaro and Juan de Dios Martínez Agudo Chapter 4 Sustainability of Quality in TESOL Education: A Strategic Perspective on 21st-Century Education Challenges Ian Eyres and Clare Woodward Chapter 5 Quality and Innovation in TESOL: Blended and Distance Education Chang Zhu, Liesbeth De Paepe, and Cynthia WhitePart II Quality in Diversity in TESOL Education Chapter 6 Quality Outcomes Through Quality Process David Crabbe Chapter 7 Quality in Language Learning: Strategy Instruction and Options for Autonomous Language Learning Andrew D. Cohen Chapter 8 Quality of Teacher Talk in TESOL Classrooms: A Critical-Reflective Analysis of Discourse Joanna Baumgart Chapter 9 Quality Assurance and the Expatriate Native Speaker Teacher Péter Medgyes and Tamas Kiss Chapter 10 Making a Difference Through Quality Co-Teaching Between Native and Non-Native Teachers in Foreign Language Classrooms Daniel Roy Pearce, Tim Stewart and Akira Tajino Chapter 11 What Is the Best Method, If Any, in TESOL? What Is the Desired Quality in the Post-Method Era? Ali Shehadeh Chapter 12 Quality in TESOL Materials Design: Addressing Cultural Content in ELT Materials Sophia Papaefthymiou-Lytra, Evangelia Karagianni and Anastasia Pouliou Chapter 13 Quality through Authenticity in TESOL: Critical Issues Facing Teacher Education Alexander Gilmore Chapter 14 Quality of Feedback in TESOL: A Learning-Oriented Assessment Perspective Atta Gebril and Gavin T. L. Brown Chapter 15 Quality Language Education for Diversity and Inclusion: Challenges and Proposals for Quality Improvement Michael Dunn, Kristen Pratt and Faith Van Putten Chapter 16 Quality Assurance in CLIL in Higher Education: Priorities and Challenges Do Coyle and Oliver Meyer Part III Quality Teachers for Quality Education Chapter 17 Quality Education Begins With Teachers: What Are the Qualities that Make a TESOL Teacher Great? Christine Coombe Chapter 18 Teacher Identity and Quality Teaching: Quality Assurance for TESOL Teacher Education John G. Trent Chapter 19 Professional Competency Profiles for Quality Teaching in TESOL: Challenges for Teacher Educators Darío Luis Banegas and Juan de Dios Martínez Agudo Chapter 20 The Quality of Emotional Scaffolding in ELT: Towards a Quality Emotional Competence Training in TESOL Teacher Education Juan de Dios Martínez Agudo, Gabriele Azzaro and Darío Luis Banegas Chapter 21 Quality Teacher Education for Pronunciation Teaching in L2 Classrooms John M. Levis and Sinem Sonsaat Chapter 22 Quality Mentoring in TESOL Practicum: Challenges and Proposals for Improvement Anh Tran, Hoa Thi Mai Nguyen, and Hongzhi Yang Chapter 23 Quality Teacher Educators = Quality Teachers? Quality Standards for TESOL Teacher Educators Claire Tardieu Chapter 24 Evaluating the Quality of Innovation in TESOL Teacher Education David Nunan, Hayley Black and Julie Choi Chapter 25 Monitoring and Evaluating the Quality of Online TESOL Teacher Education Courses: Ensuring Quality Assurance Standards Thom Kiddle and Gavin Dudeney Part IV Looking Back and Ahead Chapter 26 The Odyssey of Professional Excellence and Quality Assurance in TESOL: The Changing Culture of the TESOL Profession MaryAnn Christison and Denise E. Murray Afterword – Jack C. Richards Index

Reviews

This book presents important information about quality in TESOL and teacher education. The concept of quality in education is not new, but ways to promote quality in situations related to language learning and teaching have not been given the necessary attention. In this book solid, research-based discussions are presented on diverse topics. Teaching contexts are often challenging and the suggestions on how to develop high-quality teaching in this book can be very helpful. The role of quality in ELT depends greatly on teacher education, and one section of the book deals with this aspect. The need for teachers to engage learners emotionally is also discussed, and the importance of training in emotional competence for teachers is stressed. I feel the book will be very useful. --Jane Arnold (retired), Full Professor of Language Teaching Methodology, University of Seville, Spain.

Author Information

Juan de Dios Martínez Agudo is Associate Professor of TESOL and Teacher Education in the Faculty of Education at the University of Extremadura, Spain.

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