Drawing broadly on decolonial studies, postcolonial feminist scholarship, and studies on identity, this interdisciplinary edited volume brings together personal accounts written by female scholars who migrated from Latin America and joined universities in the Global North (Australia, the United States, and the Netherlands), and female scholars who moved from the Global North to teach in Latin American universities. The seven contributors examine how their lived experiences with gender, race, and place/displacement have impactedtheir social identities and on their roles as researchers and teachers. They describe how personal and intellectual negotiations in their new location have influenced their fight for plural forms of knowing and being. This book expands the debate on geopolitics of knowledge and the position of female scholars from the Global South beyond the United States as a site of experiences.

Over the last two decades, Chile has been driven by an economic imperative to build the capability of citizens to be competent in the English language, resulting in a high demand for teachers of English. As a consequence, teacher education programs have modified their curricula to meet the challenges of educating teachers of English as a global language. This book explores EFL teacher education in order to further understand the nature of teacher learning in second language education environments, examining the varying motives, actions and mediating tools that shaped how a cohort of pre-service teachers learnt to teach EFL in Chile. Framed by a cultural historical activity theory (CHAT) perspective, chapters use key qualitative research to determine how specific factors can help and hinder the effective preparation of teachers, illuminating contradictory dynamics between local and national policies, teacher education programs, and pre-service views and classroom realities. The book makes an important contribution to the growing debate surrounding the design of EFL teacher education policy, curriculum and learning strategies, emphasising the importance of engaging pre-service teachers in learning to teach EFL, and the interrelated factors that shape this learning. English Language Teacher Education in Chile will be of key interest to academics, researchers and postgraduate students in the fields of teacher education, curriculum studies, and English language teaching (ESL/EFL), as well as policy makers, TESOL organisations, and those interested in applying a CHAT perspective to language teaching and learning.

Drawing broadly on decolonial studies, postcolonial feminist scholarship, and studies on identity, this interdisciplinary edited volume brings together personal accounts written by female scholars who migrated from Latin America and joined universities in the Global North (Australia, the United States, and the Netherlands), and female scholars who moved from the Global North to teach in Latin American universities. The seven contributors examine how their lived experiences with gender, race, and place/displacement have impactedtheir social identities and on their roles as researchers and teachers. They describe how personal and intellectual negotiations in their new location have influenced their fight for plural forms of knowing and being. This book expands the debate on geopolitics of knowledge and the position of female scholars from the Global South beyond the United States as a site of experiences.

Over the last two decades, Chile has been driven by an economic imperative to build the capability of citizens to be competent in the English language, resulting in a high demand for teachers of English. As a consequence, teacher education programs have modified their curricula to meet the challenges of educating teachers of English as a global language. This book explores EFL teacher education in order to further understand the nature of teacher learning in second language education environments, examining the varying motives, actions and mediating tools that shaped how a cohort of pre-service teachers learnt to teach EFL in Chile. Framed by a cultural historical activity theory (CHAT) perspective, chapters use key qualitative research to determine how specific factors can help and hinder the effective preparation of teachers, illuminating contradictory dynamics between local and national policies, teacher education programs, and pre-service views and classroom realities. The book makes an important contribution to the growing debate surrounding the design of EFL teacher education policy, curriculum and learning strategies, emphasising the importance of engaging pre-service teachers in learning to teach EFL, and the interrelated factors that shape this learning. English Language Teacher Education in Chile will be of key interest to academics, researchers and postgraduate students in the fields of teacher education, curriculum studies, and English language teaching (ESL/EFL), as well as policy makers, TESOL organisations, and those interested in applying a CHAT perspective to language teaching and learning.