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This book fills a critical gap in a neglected area in current educational research: international teacher education. It focuses on the preparation of teachers of English as an additional language (EAL) in several world regions. The book consists of chapters by researchers in well-established teacher education programs in 11 countries: Brazil, Canada, China, Finland, Greece, New Zealand, Russia, Saudi Arabia, South Korea, Turkey and the United States of America. It takes a cross-national, comparative approach around four major focus areas: policy, research, curriculum and practice, offering critical implications that can help improve EAL teacher education programs in different parts of the world. Teacher education is an area that has great potential for international cross-pollination of ideas and actions, and this book represents an important first step along this road.
Nihat Polat is Chair and Professor in the Department of Curriculum and Instruction, Texas State University, USA. He is the author of L2 Learning, Teaching and Assessment: A Comprehensible Input Perspective (2016, Multilingual Matters).
Laura Mahalingappa is an Associate Professor in the Department of Curriculum and Instruction, Texas State University, USA. She is co-author of Supporting Muslim Students: A Guide to Understanding the Diverse Issues of Today's Classrooms (2017, Rowman & Littlefield, with Terri L. Rodriguez and Nihat Polat).
Hayriye Kayi-Aydar is an Associate Professor of English Applied Linguistics in the Department of English, University of Arizona, USA. She is co-editor of Theorizing and Analyzing Language Teacher Agency (2019, Multilingual Matters, with Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese and Gergana Vitanova).
Contributors
Chapter 1. Introduction: Nihat Polat, Laura Mahalingappa and Hayriye Kayi-Aydar
Chapter 2. Dilma Mello, Valeska Souza and Viviane C. Bengezen: Preparation of Teachers of EAL in Brazil: Research, Policy, Curriculum and Practice
Chapter 3. Farahnaz Faez and Michael Karas: Preparation of Teachers of EAL in Canada: Research, Policy, Curriculum and Practice
Chapter 4. Guofang Li, Chunmei Yan and Qiang Wang: Preparation of Teachers of EAL in China: Research, Policy, Curriculum and Practice
Chapter 5. Maria Ruohotie-Lyhty: Preparation of Teachers of EAL in Finland: Research, Policy, Curriculum and Practice
Chapter 6. Evdokia Karavas and Christina Gkonou: Preparation of Teachers of EAL in Greece: Research, Policy, Curriculum and Practice
Chapter 7. Martin East, Jocelyn Howard and Constanza Tolosa: Preparation of Teachers of EAL in New Zealand: Research, Policy, Curriculum and Practice
Chapter 8. Yuliya Ardasheva and Natalia V. Sabelnikova: Preparation of Teachers of EAL in Russia: Research, Policy, Curriculum and Practice
Chapter 9. Ali H. Al-Hoorie, Maha Al-Shahrani, Ahmed Al-Shlowiy and Connie Mitchell: Preparation of Teachers of EAL in Saudi Arabia: Research, Policy, Curriculum and Practice
Chapter 10. Ho-Ryong Park, Deoksoon Kim and Tae Youn Ahn: Preparation of Teachers of EAL in South Korea: Research, Policy, Curriculum and Practice
Chapter 11. Hayriye Kayi-Aydar and Betil Eröz: Preparation of Teachers of EAL in Turkey: Research, Policy, Curriculum and Practice
Chapter 12. Laura Mahalingappa and Nihat Polat: Preparation of Teachers of EAL in USA: Research, Policy, Curriculum and Practice
Chapter 13. Laura Mahalingappa, Hayriye Kayi-Aydar and Nihat Polat: Conclusions and Future Directions
Index