Correction to: A Sociopolitical Agenda for TESOL Teacher Education

This research examines the professional experience of Vietnamese TESOL teachers who previously underwent professional training in two types of Master’s level TESOL programs: those offered by institutions of one of the Inner-Circle countries (e.g., USA, UK, Australia, New Zealand) in these countries (overseas programs), and programs offered by Inner-Circle institutions in association with a Vietnamese institution in Vietnam (localised programs). These programs were chosen as the research is situated in the context of TESOL becoming a globalised field, partly demonstrated in the mobility of teachers and teacher training programs. The impacts of previous TESOL training are investigated through three main lenses believed to encompass different current aspects of TESOL teachers’ professional experience, and which reflect the training content and aims of contemporary TESOL teacher education programs. The three lenses are teachers’ beliefs toward various issues related to the teaching of English as an International Language (TEIL), their autonomy in teaching practice, and their satisfaction with the teaching job. Adopting a sequential explanatory mixed methods design, the present study involves the participation of 85 Vietnamese English language teachers who were trained in either an overseas or a localised TESOL program. Two-thirds of the participants were working at public higher education institutions in Vietnam at the time of the study, and the rest were teachers of private educational organisations. An online survey was first delivered to all participants to garner data on their beliefs about TEIL, their perceptions toward autonomy in teaching practice, and their work satisfaction level. Semi-structured in-depth interviews were then carried out with 20 of them to obtain further clarifications and deeper information about the researched issues. Additionally, teaching observation sessions and retrospective interviews were conducted with three overseas-trained teachers to provide further evidence of their teaching autonomy. In terms of teacher beliefs about aspects of TEIL, it was revealed that post-training, both overseas- and localised-trained teachers had an increased awareness of the pluricentricity of English, the importance of teaching both Anglophone and non-Anglophone cultures, and understanding of the larger social, cultural, and political context of teaching. The study also found that teacher education programs played a significant role in modifying teacher beliefs, such as strengthening, disproving, and reconstructing existing beliefs, or shaping new beliefs. It also uncovered aspects of TEIL where teacher education could exert more impact, such as the construct of language teacher proficiency, and the risk of over-relying on Western teaching methodologies. Regarding autonomy in teaching practice, teachers in both program types demonstrated a medium level of autonomy in their teaching, with the level of autonomy in general aspects of teaching (e.g., deciding on teaching methods and learning activities) being greater than that of curricular aspects (e.g., selecting learning content and materials). Noticeably, teacher education programs were found to provide them with professional knowledge and ideas that they could use to innovate their everyday teaching activities, and to a certain extent allowed them to be autonomous learners. However, they did not seem to provide teachers with much assistance in dealing with curricular constraints, nor inspire them to create spaces for more teaching autonomy. Finally, the teachers’ level of satisfaction with their teaching job was found to vary depending on various aspects. They were most satisfied with intrinsic aspects of the job and the relationships with their students, colleagues, and supervisors, and were less satisfied with aspects related to institutional support (e.g., autonomy given to teachers, recognition of teaching accomplishments), and professional standing (e.g., promotion and salary). Influence of training seemed most evident in how the teachers were positively seen and welcomed by their supervisors, students, and colleagues when they returned, and, in the case of teachers taking overseas programs, how the overseas living and study experience added enjoyment and stimulation to their perception of the teaching profession. These findings confirm the role of TESOL teacher education in enriching the overall professional lives of practising TESOL teachers. On the other hand, they reveal tensions resultant from mismatches between Inner-Circle-based curricula and training approaches and the local Vietnamese context where the teachers returned to teach. The research has important implications for stakeholders involved in the professional development of non-Inner-Circle TESOL teachers in the current globalised world.

Most language teacher educators assume that what they provide to their pre-service ESL teachers will help them transition smoothly into the real school setting, yet we also have evidence that some novice TESOL teachers may be struggling when trying to implement what they have learned in their TESOL teacher education once they begin teaching in their first years. In addition, most early-career TESOL teachers are abandoned once they graduate from their TESOL teacher education programs and left to survive on their own, and/or with the help of school appointed mentors, induction programs or other such assistance. This conceptual paper focuses on these two issues and discusses each as “inconvenient truths”, while also offering ways that both can be rectified by following a novice-service approach to TESOL teacher education.

This edited volume showcases how teacher educators around the world engage with critical and dialogic approaches to prepare TESOL professionals. Language teachers are at the forefront of supporting the academic and social needs of increasingly ethnically and linguistically diverse student populations around the globe, and preparing critical and dialogic TESOL teachers with social justice orientations is essential to helping language learners fulfil their academic and linguistic potential. Although more experienced TESOL teachers may be able to agentively implement critical and dialogic approaches to instruction, we know little about what TESOL teacher educators do to help train and prepare language teachers who can do exactly that. In this volume, TESOL educators from various contexts share their experiences on how they engage with critical and dialogic approaches to reimagine TESOL teacher education. Chapter authors engage with different aspects of critical and dialogic approaches to present their visions for reimagining curricula, pedagogies, online spaces, and the roles of students, teachers, and teacher educators.

Recent work on the theorization and exploration of language teacher identity contends that teacher education practices should focus on teacher identity as an explicit focus, yet little is known regarding how teacher identity can be integrated inTESOLteacher education. This article describes a teacher learning tool calledcritical autoethnographic narrativethat can be utilized to promote identity‐orientedTESOLteacher preparation. Theoretically, the design of this tool relies on the earlier work on critical language teacher education (Hawkins & Norton,), autoethnography as an account of identity development (Canagarajah,), narrative as a teacher learning tool (Johnson & Golombek,), and narrative as identity construction (Barkhuizen,). As a program‐wide endeavor, critical autoethnographic narrative requires teacher candidates’ ongoing engagement with their narrative account through coursework and internship by attempting to deconstruct the dominant discourses with teacher educators’ feedback. AcknowledgingTESOLteachers as knowledge generators, such endeavors also encourages teacher candidates to make contributions to scholarly publications with their narratives. The article closes with the description of possible challenges for teacher educators.

A practical approach to preparing learner TESOL teachers for the realities of a real classroom Includes tasks, discussion questions and data-based vignettes from diverse contexts of language teachers Takes a reflective approach to TESOL teacher education that starts in pre-service education but extends the educational experiences to ‘novice-service TESOL teacher education’ Encourages self-assessment in collaborative interactions with teacher educators, mentors, and supervisors A 200 hour teacher education program, often heavily focused on theory and where practice is left to short field experiences cannot provide you with everything that you will need when working in a real classroom. In this book Thomas Farrell addresses two problems within TESOL teacher education – the perceived gap between theory and practice and the lack of contact with newly qualified teachers. Farrell outlines how to prepare for the realities of what you will face when beginning your career through reflective activities that include: case-based teaching, teaching metaphor analysis, critical incident analysis, and teacher identity analysis. Including data-based vignettes from diverse contexts of language teachers, you are able to gain practical insights from language teacher education courses. Whether a learner teacher or teacher educator, this book presents new insights into the reality of TESOL teacher education.

ABSTRACTIn this paper, I present my position on why TESOL teachers need to develop their intercultural nonverbal communication competence. While many publications focus on intercultural verbal communication competence in TESOL teacher education, intercultural nonverbal communication competence receives little attention. After defining the concept of intercultural nonverbal communication competence, I propose its theoretical model, arguing that intercultural nonverbal communication competence is relevant and significant to TESOL teachers' classroom practices. This argument is upheld from two perspectives. One, TESOL teachers need to develop their intercultural nonverbal communication competence while interacting with culturally diverse students. They have the responsibility to demonstrate leadership in intercultural sensitivity so that they teach with an intercultural education philosophy and intercultural attitude. Two, intercultural nonverbal communication competence can maximize effective and successful intercultural communication between TESOL teachers and students. Pedagogical implications and coping strategies for TESOL teacher development of intercultural nonverbal communication competence are discussed.

This study explores the professional identity development of five nonnative‐English‐speaking teacher learners from different backgrounds who were studying for a master’s degree in applied linguistics/TESOL at an Australian university, following the three‐dimensional space narrative inquiry framework (Clandinin & Connelly, 2000). The study aims to address how identity work could be utilized in teacher education to enrich teacher learners’ learning experience and prepare them for better developing their teacher selves. Participants attended two 1‐hour storytelling sessions aimed to elicit various aspects of their experience within the teacher education program such as native/nonnative issues, transition in time and space and changes in expectations, and the learning environment. Their stories, structured and analyzed following the three‐dimensional space narrative inquiry framework (interaction, continuity, and situation) revealed their growth, satisfaction, and tensions resulting from becoming part of the community of practice in the Australian teacher education program. This research highlights the role of conducting identity exploration interventions within the context of teacher education in assisting TESOL teachers to construct and reconstruct their professional identity. It also suggests classroom activities based on the three‐dimensional space narrative inquiry framework to make identity work a crucial part of teacher development within teacher education courses.

Translanguaging has been recently identified as a promising pedagogy that could better serve emergent bilinguals in the U.S. by incorporating their full linguistic repertoires in academic learning. Therefore, it is important to promote translanguaging in teacher education and such change should start with faculty. This qualitative case study examines how one teacher educator (Elizabeth) and her students engaged with translanguaging in a TESOL teacher preparation course. Findings reveal that Elizabeth not only integrated translanguaging as a course content, but also created translanguaging spaces in her classroom. She realized that the social justice agenda of translanguaging resonated with her teaching philosophy and pushed her to be more critical of the dominant structure. Moreover, the students developed a translanguaging stance during the course and utilized a variety of strategies to implement translanguaging in their teaching. This chapter ends with suggestions for future teacher education program development.

Across all certification areas, teacher education is being challenged to better integrate clinical experiences with coursework. This article describes the process of curriculum mapping and its impact on the organization of clinical experiences in a master's TESOL program over a 1‐year redesign process. Although curriculum mapping has been employed in higher education, this has not yet been extended as a means to integrate clinical or field experiences in teacher education. Document analysis shows how curriculum mapping provided a structure for faculty to engage in developing well‐defined, developmental clinical activities as well as a means to foster greater coherence both horizontally and vertically in the TESOL curriculum. An additional affordance of the curriculum mapping process was the collaboration that occurred between TESOL full time faculty and part time clinical supervisors, as well as between TESOL and other teacher education program areas.

As generative artificial intelligence (GenAI) transforms language education, teacher educators are uniquely positioned to equip teachers with the skills to engage with artificial intelligence (AI) tools. Although AI offers opportunities for automating tasks and personalizing learning, educators must ensure these tools align with pedagogical integrity, equity, and social justice. This Teaching Issue article explores AI integration in TESOL teacher education using the Technological Pedagogical Content Knowledge (TPACK) and the Substitution, Augmentation, Modification, and Redefinition (SAMR) models. The TPACK model provides a lens for understanding the interplay of technology, pedagogy, and content knowledge, whereas the SAMR model evaluates the transformative potential of AI tools. Through these frameworks, we show how TESOL teacher educators can address AI's critical sociopolitical, ethical, and cultural dimensions in TESOL. Focusing on issues such as bias in feedback, equity in access, and cultural representation, we also provide a roadmap for integrating AI into TESOL teacher education in ways that promote equity and social justice.

Many TESOL teacher educators, teachers, students, and administrators assume that once novice TESOL teachers have graduated they will be able to apply what they have learned in the teacher preparation program during their first year of teaching. However, the transition from the teacher education program to the first year of teaching has been characterized as a type of “reality shock” because of the collapse of the missionary ideals formed during teacher training, caused by the harsh and rude reality of classroom life and by the realities of the social and political contexts of the school. This reality shock is often aggravated because novice teachers have not one, but two complex jobs during these years: teaching effectively and learning to teach. Thus, during the transition from training to teaching, novice teachers must be able to construct and reconstruct new knowledge and theory through participating in specific social contexts and engaging in particular types of activities and processes. This being so, novice TESOL teachers have special needs and interests that are different from their more experienced colleagues.

Though applied linguists have critiqued the concept of the native speaker for decades, it continues to dominate the TESOL profession in ways that marginalize nonnative English–speaking teachers. In this article, we describe a naturalistic study of literacy negotiations in a course that we taught as part of the required sequence for a TESOL teacher education program. The course had the explicit goals of (a) supporting preservice teachers, many of whom are nonnative English speakers, in challenging these native-speaker ideologies, and (b) introducing preservice teachers to translingualism as a framework for challenging these ideologies with their own students. We focus on one of the culminating projects, in which students developed their own projects that enacted the new understanding of language associated with translingualism. By looking closely at the journey of three students through this project, we shed light on the possibilities and challenges of bringing a translingual perspective into TESOL teacher education, as well as the possibilities and challenges confronted by preservice TESOL teachers who are nonnative English speakers in incorporating a translingual perspective into their own teaching. These case studies indicate that providing nonnative English teachers with opportunities to engage in translingual projects can support them both in developing more positive conceptualizations of their identities as multilingual teachers and in developing pedagogical approaches for students that build on their home language practices in ways that challenge dominant language ideologies.

“You don't actually experience it until you're actually in it”: A translanguaging simulation for preservice teachers

In TESOL, motivation research has usually examined learners and teachers. However, less is known about teacher educators, who play a crucial role in the architecture of language teaching and learning processes. In response to this niche, this article describes the directed motivational currents (DMCs) of a group of 36 TESOL teacher educators from Latin America who agentically formed an online professional network to support each other. It also depicts the synergy between DMCs and situated practices. To this effect, a 33‐month qualitative study was conducted within the network. Data were collected through visuals (drawings, memes, photos, and teachoramas), group meetings, and individual meetings, and subjected to thematic analysis. In this article, we specifically report data from four participants (exemplars) to depict four trends/types of DMCs according to their orientation: (1) character virtue development‐oriented, (2) trajectory‐oriented, (3) project‐oriented, and (4) professional development‐oriented. We propose a context‐responsive TESOL teacher educators' model of DMCs in which goals, emotions, events, strategies, and practices play a pivotal role. Implications and limitations are included.

This paper discusses how a TESOL teacher educator took reflective action in an ESL methods class with the goal of increasing pre-service and in-service teachers' use of cooperative learning (CL) activities in their own ESL classrooms. CL has been at the forefront of educational research and is a frequent topic in methodology textbooks, teacher education programmes, and in-service coursework. The positive benefits of CL have been documented in a variety of studies. Despite these benefits and the prevalence of the topic in teacher educational contexts, CL is not as widespread as would be expected. Teaching practices are influenced by teachers' prior experiences and beliefs. If pre-service teachers are not exposed to effective models of CL in their teacher education programmes it may be unrealistic to expect them to engage in CL in their own classrooms.