Continuing Professional Development Of Tesol Practitioners

This textbook serves as a current and comprehensive resource on effective Continuing Professional Development (CPD) for TESOL practitioners in various contexts around the world at various stages in their careers. The practices described by language teachers, teacher educators and professional development providers in this book offer a vision of critical issues to consider when designing and evaluating professional development opportunities. Effective professional development requires careful planning informed by the realities of the local context and the specific needs of the teachers. This textbook is designed to support those who provide professional development opportunities by presenting global perspectives on professional development for a range of teaching contexts at different language levels. Each chapter includes a discussion about the type and source of support available in the given context, as well as a reflection on the challenges that exist for both teachers and CPD providers. These insights serve to help CPD designers and providers as they problematize teacher development opportunities in their context. Each chapter concludes with a synthesis of the strengths of CPD in the local context and a discussion of future directions that target opportunities for transformation and improvement. This volume celebrates teachers, teacher educators and CPD providers around the world. High-impact practices are presented from fifteen countries: Cameroon, Canada, Costa Rica, Indonesia, Kazakhstan, Malta, New Zealand, Norway, Oman, Qatar, South Africa, South Korea, Sri Lanka, Tanzania and the United States of America.

This book explores the use of Exploratory Practice (EP) as a tool for Continuing Professional Development (CPD) by language teachers, and responds to the increasing demand for teachers to engage in research. It presents the results of a unique two-year longitudinal study that critically examines the implementation of EP by teachers of English and modern foreign languages. Through these case studies, the authors provide a critical account of EP as a form of practitioner research that bridges the divide between theory and practice. It emphasizes the centrality of teacher and learner learning in language education curriculum improvement, and gives a voice to teachers’ perspectives on using EP in the classroom. This book will be of interest to language education professionals and scholars working in Applied Linguistics and Language Education.

A Practicum in TESOL is a valuable source book for both teacher educators and classroom teachers. It ranges widely across key areas of practice from the nitty-gritty of lesson planning and classroom management, through conceptual areas such as motivation and observation, to crucial if more abstract aspects, such as teachers beliefs and values. It also delves into the moral and political dimensions of teaching. Discussion of these areas, though well-grounded in relevant academic literatures, is also supported by extensive quotes from real teachers working on their practice. The treatment is sufficiently challenging to interest the experienced teacher, while covering matters of basic practice that would be of concern to the beginner. Anyone doing a TESOL practicum will want to use this book whether as an in-service teacher or as a teacher longing to further their professional development. A Practicum in TESOL can be used individually or in groups.

Are TESOL professionals now fairly seen as agents of a new English-speaking empire? Or, if they wish to distance themselves from this role, are there ways of working and living that would make this differentiation clear? An international group of authors put forward their differing proposals for the development of TESOL.

This book offers insights into the lived experiences (e.g., teaching, research, and practicum supervision) of TESOL teacher educators in diverse institutional and socio-cultural contexts. Informed by a situated, ecological perspective, it draws on a variety of research approaches (e.g., qualitative, action research, and self-study), and sheds light on how language teacher educators engage in daily practice and social interactions. This edited collection examines how TESOL educators cope with potential contextual obstacles (e.g., the theory-practice divide), and how they seek their continuing professional development in complex, shifting higher education settings. The book offers critical and thoughtful reflections of current practice and policies in language education and higher education, and provides practical implications on the preparation and development of frontline language teachers.

At the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S. It is 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. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts. All chapters focus on the applied nature of the research and include a section on implications. To provide balance and a range of views, the volume includes both chapters reporting on empirical research funded by TIRF grant recipients and several from invited authors who are senior scholars in the field. This is the third volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.

Widely considered to be a foundational work in the field of listening, Teaching and Researching Listening is among the most recommended textbooks in applied linguistics oral communication courses, and the most cited reference in current research on second language listening development. Known for its comprehensiveness, clarity, insight, and practical applications, this fourth edition has been substantially revised to reflect the latest research in the areas of linguistics, neuroscience, applied technologies, and teaching methodology, with expanded sections on teaching applications and explorations in social research related to listening. This completely revised edition includes: • Detailed overviews of the underlying processes of listening, with additional coverage of decoding processes • Expansion of sections dealing with artificial intelligence (AI), speech recognition, and input enhancement software • Emphasis on research of listening in spoken interaction and cross-cultural communication • Clear templates for instructors and curriculum designers, with an expansive set of practical resources • Guidance in using observational methods for exploring listening in a range of educational and professional contexts • Website support, with presentation slides, infographics, and question banks for each chapter This fourth edition of Teaching and Researching Listening serves as an authoritative and comprehensive survey of issues related to teaching and researching oral communication, providing value for language teachers, educational researchers, instructional designers, interpreters, and other language practitioners.

A comprehensive introduction to TESOL for new and future teachers of English, offering a full and detailed view of the process of becoming a language teacher Introduction to TESOL: Becoming a Language Teaching Professional presents an expansive and well-balanced view of both the interdisciplinary knowledgebase and professional opportunities in the field of language teaching. Written to help aspiring TESOL educators understand how to begin their careers, this comprehensive textbook covers both the foundational linguistic elements of TESOL as well as the practical pedagogical aspects of the discipline. Written with the needs of the introductory student in mind, this book delves into the essentials of English as a Second Language (ESL) and English as a Foreign Language (EFL) teaching, covering professional organizations, language acquisition theories, instructional practices, professional development, and more. Readers are provided with clear descriptions of recent research and contemporary practices, numerous illustrations and examples highlighting key material, and engaging real-world vignettes from professionals teaching internationally. Offering a coherent overview and contextualized orientation of the field of TESOL, this guide: Discusses the differences in TESOL approaches in international settings Addresses the current state and potential future of TESOL with a view for new developments in teaching pedagogy and language research Explores the history and development of the field, including the political, social, and cultural decisions made about language teaching and learning Describes the specializations, niches, and subfields within the discipline of TESOL Explains what, how and why TESOL educators need a working understanding of linguistics and second language acquisition theories Outlines the scope of the profession and how to engage in professional organizations to grow in expertise Introduction to TESOL: Becoming a Language Teaching Professional is essential reading for students and educators planning to enter this dynamic and rewarding area of language teaching.