In this self-study, the author reflects on her implementation of empathetic, critical integrations of multiple perspectives (ECI), which she designed to afford preservice teachers the opportunity to discuss and collectively reflect upon the oft-diverging multiple perspectives, values, and practices they experience during their practicum (Daniel,…

This article describes a case study of a service-learning project connected to a TESOL (teaching English to speakers of other languages) teacher preparation program. The case study explored the teacher candidates' experiences teaching English to Karen refugees from Myanmar (Burma) in a midwestern city in the United States. The teacher…

In a competitive marketplace, job candidates need to know what TESOL employers are seeking in new hires. A 12-month study of TESOL job announcements examined the types of work offered and the candidate knowledge, experience, skills, and personal characteristics TESOL employers were seeking in full-time hires. An analysis of 169 job advertisements…

To help in-service English teachers improve their teaching practices and pupils' learning opportunities through an enquiry-oriented and cooperative approach, the author carried out collaborative action research during a practicum in a teacher education course at a university in Hong Kong. This article describes how the collaborative research…

This microethnographic case study discusses the effects of translating and revising documents for an English-medium master of science in engineering programme in terms of workload and value for English for Specific Purposes (ESP) teacher development, integration, and enculturation. During the changeover from the diploma to bachelor-master…

This article discusses the use of role-play as an effective strategy for enhancing the quality of multicultural curricula in the English as a second language (ESL) classroom. The author critiques the use of the simplistic additive approach to multicultural instruction and furthers the work of those theorists who advocate the use of the more…

This article shares the results of a multisemester effort to create learning outcomes and related assessment measures for a graduate-level teaching English to speakers of other languages (TESOL) teacher preparation program. It starts by explaining what learning outcomes are, why they are important, and how to create them. It then describes the…

Building on the work of Borg (2006), this article reports on a study of Japanese English as a foreign language (EFL) learners' perceptions of some of the unique characteristics of EFL teachers that distinguish them from teachers of other subjects. The data were collected by means of a questionnaire to which 163 college-level EFL students in Japan…

This article documents our efforts to design and implement a transformational opportunity for teacher credential candidates prior to their student teaching. Through the Case Study Project, candidates participated in an intensive one-on-one teaching and learning experience with a K-12 English language learner (ELL) in classroom settings. In…

In this article, the author talks about a diary project that arose from a situation that was both an opportunity and a challenge. While teaching in Vietnam in the spring of 2004, the author received an invitation from the national university in Hanoi. The letter asked him to teach there and specifically to develop a postgraduate course called…

Describes a project that a middle school ESOL teacher and a university professor designed to challenge middle school ESOL students--immigrants from Bosnia and Mexico--to enhance their academic literacy through social interaction by sharing their own expertise as ESOL learners with a group of future ESOL teachers enrolled in a TESL literacy methods…

Discusses critical pedagogy in teacher education and defines constructivist practices. Describes the structure of an English-as-a-Second-Language endorsement program, and focuses on Awareness Week, describing the role of student leadership in the program and the supporting role of the faculty and the coursework. (Author/VWL)

Suggests that TESOL teacher educators can achieve learner-centered and context-sensitive training in their courses and beyond their classrooms by taking the following steps: (1) being an advocate for their university students and for diversity in the profession; and (2) learning about the cultures of the educational systems in which their students…

Argues that student evaluation that focuses explicitly on the relationship between the teacher's intentions or goals and the students' perception of learning in terms of those goals is distinct. Defines goals-based evaluation and provides a conversation with individuals who have used it in various English-as-a-Second/Foreign-Language teaching and…

Describes an English-as-a-Second-Language (ESL) freshman composition course in which students read a mystery novel, "The Alienist," and researched and wrote about its historical setting. Reactions to the course are described by the students, who were experiencing content-based instruction for the first time. Activities applicable to teaching…