Description
In this volume, TESOL educators from various international contexts share their experiences on how they engage with critical and dialogic approaches to reimagine TESOL teacher education. Chapters include duoethnographic accounts, critical discourse analytic approaches, and case studies from various EFL and ESL contexts such as the United States, Morocco, New Zealand, Italy, Thailand, and Turkey. 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.
