Quality in TESOL and Teacher Education

Juan de Dios Martínez Agudo is Associate Professor of TESOL and Teacher Education in the Faculty of Education at the University of Extremadura, Spain.

• Foreword – Thomas S. C. FarrellAcknowledgmentsList of ContributorsIntroduction and Overview Juan de Dios Martínez AgudoPart I Quality in TESOL Education in a Globalized Multilingual World Chapter 1 Quality Language Education in a Multilingual World: A Human Rights Perspective on Theory and PracticeDavid LittleChapter 2 Raising Quality Through Critical Pedagogy in TESOL Graham CrookesChapter 3 Policy and Ideology in ELT: The Impact of Educational Reforms on the Quality of Language EducationGabriele Azzaro and Juan de Dios Martínez AgudoChapter 4 Sustainability of Quality in TESOL Education: A Strategic Perspective on 21st-Century Education ChallengesIan Eyres and Clare WoodwardChapter 5 Quality and Innovation in TESOL: Blended and Distance Education Chang Zhu, Liesbeth De Paepe, and Cynthia WhitePart II Quality in Diversity in TESOL EducationChapter 6 Quality Outcomes Through Quality ProcessDavid Crabbe Chapter 7 Quality in Language Learning: Strategy Instruction and Options for Autonomous Language LearningAndrew D. CohenChapter 8 Quality of Teacher Talk in TESOL Classrooms: A Critical-Reflective Analysis of DiscourseJoanna Baumgart Chapter 9 Quality Assurance and the Expatriate Native Speaker TeacherPéter Medgyes and Tamas KissChapter 10 Making a Difference Through Quality Co-Teaching Between Native and Non-Native Teachers in Foreign Language ClassroomsDaniel Roy Pearce, Tim Stewart and Akira Tajino Chapter 11 What Is the Best Method, If Any, in TESOL? What Is the Desired Quality in the Post-Method Era? Ali ShehadehChapter 12 Quality in TESOL Materials Design: Addressing Cultural Content in ELT MaterialsSophia Papaefthymiou-Lytra, Evangelia Karagianni and Anastasia PouliouChapter 13 Quality through Authenticity in TESOL: Critical Issues Facing Teacher EducationAlexander Gilmore Chapter 14 Quality of Feedback in TESOL: A Learning-Oriented Assessment PerspectiveAtta Gebril and Gavin T. L. BrownChapter 15 Quality Language Education for Diversity and Inclusion: Challenges and Proposals for Quality ImprovementMichael Dunn, Kristen Pratt and Faith Van PuttenChapter 16 Quality Assurance in CLIL in Higher Education: Priorities and Challenges Do Coyle and Oliver Meyer Part III Quality Teachers for Quality EducationChapter 17 Quality Education Begins With Teachers: What Are the Qualities that Make a TESOL Teacher Great?Christine CoombeChapter 18 Teacher Identity and Quality Teaching: Quality Assurance for TESOL Teacher Education John G. TrentChapter 19 Professional Competency Profiles for Quality Teaching in TESOL: Challenges for Teacher EducatorsDarío Luis Banegas and Juan de Dios Martínez AgudoChapter 20 The Quality of Emotional Scaffolding in ELT: Towards a Quality Emotional Competence Training in TESOL Teacher Education Juan de Dios Martínez Agudo, Gabriele Azzaro and Darío Luis BanegasChapter 21 Quality Teacher Education for Pronunciation Teaching in L2 Classrooms John M. Levis and Sinem SonsaatChapter 22 Quality Mentoring in TESOL Practicum: Challenges and Proposals for Improvement Anh Tran, Hoa Thi Mai Nguyen, and Hongzhi YangChapter 23 Quality Teacher Educators = Quality Teachers? Quality Standards for TESOL Teacher EducatorsClaire Tardieu Chapter 24 Evaluating the Quality of Innovation in TESOL Teacher Education David Nunan, Hayley Black and Julie Choi Chapter 25 Monitoring and Evaluating the Quality of Online TESOL Teacher Education Courses: Ensuring Quality Assurance StandardsThom Kiddle and Gavin DudeneyPart IV Looking Back and Ahead Chapter 26 The Odyssey of Professional Excellence and Quality Assurance in TESOL: The Changing Culture of the TESOL ProfessionMaryAnn Christison and Denise E. MurrayAfterword – Jack C. RichardsIndex

"This book presents important information about quality in TESOL and teacher education. The concept of quality in education is not new, but ways to promote quality in situations related to language learning and teaching have not been given the necessary attention. In this book solid, research-based discussions are presented on diverse topics. Teaching contexts are often challenging and the suggestions on how to develop high-quality teaching in this book can be very helpful. The role of quality in ELT depends greatly on teacher education, and one section of the book deals with this aspect. The need for teachers to engage learners emotionally is also discussed, and the importance of training in emotional competence for teachers is stressed. I feel the book will be very useful."--Jane Arnold (retired), Full Professor of Language Teaching Methodology, University of Seville, Spain.