Amy Bik May Tsui is Professor Emerita at the Faculty of Education in The University of Hong Kong. She has published extensively on ESL teaching and learning and teacher education, discourse analysis and language policy. This is her second edited volume focusing on Asia; the first one, co-edited with James Tollefson in 2007, was on language policy in eleven Asian countries. She was awarded an Honorary Doctorate in Education by University of Edinburgh in 2015.

• 1. Glocalization and grobalization: Critical issues in English Language Teaching and Teacher Education in East Amy Bik May Tsui; 2. Concepts of globalization and English language teacher education in Singapore Rita Elaine Silver and Wendy D. Bokhorst-Heng; 3. Learning to teach English in Hong Kong: transformation and tensions over two decades of English language teacher education policy Gary James Harfitt; 4. Meeting national needs in English language teacher education: global perspectives in Malaysian initiatives Wei Keong Too, Malachi Edwin Vethamani and Muhammad Kamarul Kabilan; 5. English teacher education in post-colonial Philippines Maria Luz C. Vilches; 6. China going global: challenges and responses in English as a foreign language teaching and teacher education Qiufang Wen and Hong Zhang; 7. English education reform, teacher education, and the Tokyo Olympics: perfect timing? Tatsuhiro Yoshida; 8. English language teacher education in South Korea: changes and challenges Sang-Keun Shin; 9. Preparing English teachers in the twenty-first century: the case of Taiwan Hsi-nan Yeh and Chiou-lan Chern; 10. English language teacher education in Thailand: a mix of global and local Richard Watson Todd and Pornapit Darasawang; 11. Interrogating troubling issues in Vietnam's English language teacher education Hai Ha Vu and Phan Le Ha.

'This outstanding volume provides a timely and insightful account of the status of English language teaching and teacher education in the East Asian region. The contributors present a comprehensive and critical account of the issues posed by language education policies in the region and how these are addressed through curriculum and teacher education practices.' Jack C. Richards, University of Sydney