An anthology of indigenous Namibian women’s writings in English creates a powerful glocal application of the “E” in TESOL as well as the “E” in Teacher Education to the health and human rights issues of AIDS. This article explains how this grassroots writing project works and how to replicate it and develop relevant curriculum in other settings.

As TESOL examined the “E” in its acronym for the 2011 convention in New Orleans, few topics could surpass the importance of English in promoting the health and human rights issues of AIDS. Because AIDS has become a pandemic, an anthology of writings by indigenous women about their struggles with this disease in the southern African country of Namibia provides both a local and global (or “glocal”) orientation to the problem, as well as material for promoting the three goals of the 1992 TESOL/AIDS Resolution. Such an anthology also relates to the “Es” in teacher education because it educates teachers to become social reformers, not just promoters of the dominant English-speaking status quo. Read More

Elementary school general education teachers in Taiwan are encouraged to take a 20-credit course in English. Based on 12 teacher education institutes’ course evaluations and nine teachers’ responses, this article discusses four major issues regarding the 20-credit courses available and provides suggestions to design better English teacher education in Taiwan. Read More

This article reviews Honigsfeld and Dove’s book, Collaboration and Co-Teaching: Strategies for English Learners,published through Sage in 2010. The author also shares her insights on a collaborative approach to better address the needs of English language learners. Read More