|
 |
| Leadership Updates |
| LETTER FROM THE CURRENT CHAIR |
| Nikki Ashcraft, University of Missouri, Columbia, Missouri, USA |
| Read More |
|
|
| Articles |
| PEACE CORPS TEACHING OF ENGLISH AS A FOREIGN LANGUAGE (TEFL) CERTIFICATE PROGRAM PILOT |
| Brock Brady, U.S. Peace Corps, Washington, DC, USA |
|
Peace Corps is currently engaged in a 30-month pilot of a training and professional development program that will lead to Peace Corps’ first-ever TEFL Certificate. The certificate, for Volunteers without previous training, consists of 120 hours of training sessions and practice teaching, followed by 2 years of supervised teaching experience. Read More |
|
| CHALLENGES IN LANGUAGE TEACHER EDUCATION |
| Kathleen M. Bailey, Monterey Institute of International Studies, Monterey, California, USA |
|
In this article, Kathleen Bailey summarizes her presentation as a member of the TEIS panel at the 2014 Teaching English to Speakers of Other Languages (TESOL) International Convention. In it, she shares the key challenges faced by 14 language teacher educators. Read More |
|
| THE TEACHER EDUCATOR AND REFLECTIVE PRACTICE: HOW CAN SELF-STUDY AND CORE PRACTICES INFORM US? |
| Megan Madigan Peercy, University of Maryland, College Park, Maryland, USA |
|
As teacher educators, we often wonder how to construct our practices in ways that meaningfully support the growth of the teachers in our classes. This article discusses how work in self-study and core practices provide promising new directions as we engage teachers in meaningful teacher education. Read More |
|
| TEACHER EXPERTISE: A BRIEF REPORT FROM PORTLAND |
| Ilka Kostka, Northeastern University, Boston, Massachusetts, USA |
|
In this article, the author summarizes a memorable presentation on teacher expertise from the TESOL 2014 International Convention & English Language Expo in Portland, Oregon, USA and shares some reflections on what she learned from this presentation. Read More |
|
| CHALLENGING PRESERVICE TEACHERS TO BECOME CULTURALLY COMPETENT |
| Angela Thevenot & Teresa Dalle, University of Memphis, Memphis, Tennessee, USA |
|
This article addresses the importance of including cultural competency as part of preservice teacher training and examines a two-fold challenge in achieving this. The first challenge is how to develop cultural awareness in preservice teachers, especially for those who have not studied a foreign language or studied abroad. The second challenge is how to do so in a one-semester class. Read More |
|
|
| ABOUT THIS COMMUNITY |
| CALL FOR SUBMISSIONS |
|
Read More |
|
