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.

Taking a dialogic approach, this edited book engages in analysis and description of dialogic discourse in a number of different educational contexts, from early childhood to tertiary, with an international team of contributors from Australia, Finland, New Zealand and the United Kingdom. The chapters focus mostly on dialogic face-to-face discourse, with some examples of online interactions, and feature insights from educational linguistics, particularly the work of Michael Halliday. While the contributors come from a range of theoretical backgrounds, they all share an interest in language in use and engage in close analysis of transcripts of naturally-occurring interaction. Taking inspiration from Alexander and other theorists, they employ a fine-grained and analytic approach to the exploration of their data. The authors make use of the linguistic tools and models of language in society, in order to examine the turn-by-turn unfolding of the interaction. The authors relate their insights from disparate forms of linguistic analysis to elements of Alexander’s (2020) dialogic framework, situating the discourse in its contexts and discussing the pedagogical implications of the linguistic choices at play. In presenting this work from a range of situations and perspectives, the authors strive to demonstrate how dialogic discourse plays out in educational contexts across the world. The book aims to foster further research in this direction and to inspire educators to explore dialogic discourse for themselves. It will be of interest to a wide audience, including literacy researchers, linguists, teachers and teacher educators, as well as graduate students.

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, 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.

TESOL Teacher Education in a Transnational World critically examines theories and practices in contemporary TESOL teacher education to shed new light on the intersection of transnationalism and language teacher education. It emphasizes the scholarship of transnational mobility of language teachers, and showcases critical research from diverse contexts. The book fills a critical research gap by more fully examining the theory and practice of teacher education in a changing time when national identities and cross-border mobilities continue to figure prominently in scholarly discussions. Through a diverse set of epistemological, historical and theoretical perspectives along with methodological innovations, contributors of this volume not only index the dynamism of the scholarship of teacher education, but they also offer new forums for lively pedagogical debates. Featuring contributions from diverse educational and geographical contexts, including Europe, Asia, North America, and Latin America, the book moves the existing scholarship forward to more fully examine TESOL teacher education in relation to transnationalism. This book will be of great interest to academics, scholars, post-graduate students, teacher educators, policymakers, curriculum specialists, administrators, and other stakeholders interested in language teacher education, TESOL and applied linguistics

Novice Teaching English as a Second or Other Language (TESOL) teachers are often surprised by the full range of issues their jobs involve, and learning how to successfully address these issues takes considerable skill and experience, built up throughout a teaching career. This book is about such critical incidents and how a problem-solving mindset can help. Complex issues covered in this book are often not adequately dealt with in teacher training. This book takes up "critical incidents" which fall into the gap between what the teacher has learned about in their course of study and the classroom realities they face. By directly reflecting on these particular incidents, teachers can be empowered to continue their own professional development. Each critical incident is based on actual experiences shared by novice TESOL practitioners and the book organizes these incidents in an easy-to-use, structured manner. Within connected themes, the text presents the incident from the teacher's point of view, provides the reader critical background questions, offers insight into how the teacher wrestled with the issue, and shares questions and engagement opportunities to further engage with the topics raised. TESOL educators frequently confront complex classroom issues due to the social, economic, political and cultural challenges that they and their students confront. This text offers an exciting and dynamic approach to assist with these on the way to becoming a stronger TESOL educator.

The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time. The handbook is divided into seven sections, covering: The theory of Dialogic Education Classroom dialogue Dialogue, teachers and professional development Dialogic Education for literacy and language Dialogic Education and digital technology Dialogic Education in science and mathematics Dialogic Education for transformative purposes Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.

This book locates dialogic pedagogy within the history of TESOL approaches and methods in which the communicative approach has been the dominant paradigm. Dialogic inquiry in the form of story telling, oral histories, and knowledge from the ground up and from the margins has much to offer the field. In dialogic approaches, the teacher and students learn in community and the students' home languages and cultures, their families and communities, are seen as resources. Dialogic Approaches to TESOL: Where the Ginkgo Tree Grows explores teacher research, feminist contributions to voice, social identity and dialogic pedagogy, and the role of teachers, students, families, and communities as advocates and change agents. After a brief history of TESOL methods and an introduction to dialogic pedagogy, four features of dialogic approaches to TESOL are identified and discussed: learning in community, problem-posing, learning by doing, and who does knowledge serve? The main text in each chapter considers a single topic related to the concept of dialogic pedagogy. Branching text leads to related discussions without losing the main point of the chapter. This structure allows readers to become well-rooted in each component of dialogic pedagogy and to "branch out" into deeper philosophic understandings as well as actual practices across a range of contexts. Dialogic Approaches to TESOL offers a place for dialogue and reflection on the prospects for transforming educational institutions to serve those who have historically been excluded and marginalized. It provides questions, frameworks, and resources for those who are just beginning in the field and for U.S.-based educators who want to bring critical multicultural and multilingual perspectives into language arts, reading and literacy education.