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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
TESOL and the Cult of Speed in the Age of Neoliberal Mobility
argues that because the nexus between TESOL and the cult of speed
in an age of increased neoliberal mobility has not yet been
explicitly unpacked, discussed, identified and theorized, the
implications of this socio-economic phenomenon for TESOL policies,
curricula, pedagogies and practices have been overlooked. Through
the presentation of several qualitative case studies, the book
illustrates the social dynamics of speed and its key aspects (i.e.,
the materiality and the politics of time) in different TESOL
contexts, including Saudi Arabia, the USA and Canada. The aim in
presenting these diverse case studies was to craft a collection of
responses, which, when put together, could offer new insights into
the TESOL academic community. The book examines the ways in which
the cult of speed has been envisioned, celebrated, negotiated with,
enacted and justified by the various actors within the contemporary
field of TESOL. It also investigates the new language teaching
practices and forms the cult of speed in TESOL has generated and is
generating. TESOL and the Cult of Speed in the Age of Neoliberal
Mobility will be of interest to TESOL/applied linguistics
educators, students, policy makers, administrators, employers and
the wider community, and it is hoped will give them ideas about how
to deal with today's culture of fast movement in the globalized
higher education landscape.
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
Over the past two decades, the Arabian oil-rich Gulf countries have
faced enormous social, political, economic, cultural, religious,
ideological and epistemological upheaval. Through detailed,
critical comparative investigation, Neoliberalism and English
Language Education Policies in the Arabian Gulf examines the impact
of such disruption on education policies in a political and
economic union, consisting of six countries: Saudi Arabia, the
United Arab Emirates, Oman, Qatar, Bahrain and Kuwait. Using data
collected from a wide range of sources, this thought-provoking book
documents the inner workings of neoliberalism across a strategic
geographical area of the Islamic world. The book teases apart the
complex issues surrounding the ways in which access to English has
been envisioned, contested, and protected from being challenged
among different players within and between the Gulf countries.
Osman Z. Barnawi explores the intensifying ideological debates
between Islamic culture and Western neoliberal values, and
questions whether Islamic values and traditions have been
successfully harmonised with neoliberal capitalist development
strategies for nation building in the Arabian Gulf region.
Neoliberalism and English Language Education Policies in the
Arabian Gulf will be of interest to academics, researchers and
postgraduates working in the fields of language education and, more
specifically, TESOL, applied linguistics, education policy, and
teacher education.
Over the past two decades, the Arabian oil-rich Gulf countries have
faced enormous social, political, economic, cultural, religious,
ideological and epistemological upheaval. Through detailed,
critical comparative investigation, Neoliberalism and English
Language Education Policies in the Arabian Gulf examines the impact
of such disruption on education policies in a political and
economic union, consisting of six countries: Saudi Arabia, the
United Arab Emirates, Oman, Qatar, Bahrain and Kuwait. Using data
collected from a wide range of sources, this thought-provoking book
documents the inner workings of neoliberalism across a strategic
geographical area of the Islamic world. The book teases apart the
complex issues surrounding the ways in which access to English has
been envisioned, contested, and protected from being challenged
among different players within and between the Gulf countries.
Osman Z. Barnawi explores the intensifying ideological debates
between Islamic culture and Western neoliberal values, and
questions whether Islamic values and traditions have been
successfully harmonised with neoliberal capitalist development
strategies for nation building in the Arabian Gulf region.
Neoliberalism and English Language Education Policies in the
Arabian Gulf will be of interest to academics, researchers and
postgraduates working in the fields of language education and, more
specifically, TESOL, applied linguistics, education policy, and
teacher education.
This edited book brings together chapters from diverse geographical
and educational contexts to examine the question of
transnationalism in English Language teacher education. While the
activities that connect people, institutions and cultural practices
across the borders of nation-states have gained interest in fields
such as applied linguistics, TESOL and migration studies in recent
years, there has been little research so far into how
transnationalism intersects with language teacher education, and
how existing practices can be better integrated into teacher
education programmes. The authors fill this gap by introducing and
examining existing transnational practices - including
cross-cultural settings, study abroad programmes and online teacher
education - then offering multiple dialogues on mobility of
knowledge, practice and pedagogy in teacher education. This book
will be of interest to language teachers, teacher educators, and
students and scholars of applied linguistics, cross-cultural
studies, and migration studies.
This edited book brings together chapters from diverse geographical
and educational contexts to examine the question of
transnationalism in English Language teacher education. While the
activities that connect people, institutions and cultural practices
across the borders of nation-states have gained interest in fields
such as applied linguistics, TESOL and migration studies in recent
years, there has been little research so far into how
transnationalism intersects with language teacher education, and
how existing practices can be better integrated into teacher
education programmes. The authors fill this gap by introducing and
examining existing transnational practices - including
cross-cultural settings, study abroad programmes and online teacher
education - then offering multiple dialogues on mobility of
knowledge, practice and pedagogy in teacher education. This book
will be of interest to language teachers, teacher educators, and
students and scholars of applied linguistics, cross-cultural
studies, and migration studies.
TESOL and the Cult of Speed in the Age of Neoliberal Mobility
argues that because the nexus between TESOL and the cult of speed
in an age of increased neoliberal mobility has not yet been
explicitly unpacked, discussed, identified and theorized, the
implications of this socio-economic phenomenon for TESOL policies,
curricula, pedagogies and practices have been overlooked. Through
the presentation of several qualitative case studies, the book
illustrates the social dynamics of speed and its key aspects (i.e.,
the materiality and the politics of time) in different TESOL
contexts, including Saudi Arabia, the USA and Canada. The aim in
presenting these diverse case studies was to craft a collection of
responses, which, when put together, could offer new insights into
the TESOL academic community. The book examines the ways in which
the cult of speed has been envisioned, celebrated, negotiated with,
enacted and justified by the various actors within the contemporary
field of TESOL. It also investigates the new language teaching
practices and forms the cult of speed in TESOL has generated and is
generating. TESOL and the Cult of Speed in the Age of Neoliberal
Mobility will be of interest to TESOL/applied linguistics
educators, students, policy makers, administrators, employers and
the wider community, and it is hoped will give them ideas about how
to deal with today's culture of fast movement in the globalized
higher education landscape.
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