TESOL/TESL programs, language teacher education, teacher learning, plurilingualism
With the emergence of a plurilingual paradigm shift in language teaching, questions concerning the extent to which language teacher education programs are effectively preparing language teachers to teach in our messy, heteroglossic, and multilingual world (Pavlenko, 2005) have assumed immediate relevance in the training and education of teachers. Despite the considerable number of TESOL/TESL programs qualifying teachers around the world, little is known about how these programs have adapted their pedagogy to meet the current reality of a plurilingual paradigm shift in language teaching. This research investigated the curriculum and pedagogy of a TESL Certificate course in Canada.
Faculty of Humanities and Social Sciences
© Freitas, 2018
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Original Publication Citation
Freitas, D. (2018). Plurilingualism in TESL Programs? Are We There Yet? In F. Ramos (Ed.), Proceedings of the VI International Colloquium on Languages, Cultures, Identity, in School and Society. Retrieved from https://digitalcommons.lmu.edu/internationalcolloquium/3/.
Freitas, Danielle, "Plurilingualism in TESL Programs? Are We There Yet?" (2016). Publications and Scholarship. 20.
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Teacher Education and Professional Development Commons
Delivered at the VI Proceedings of the International Colloquium on Languages, Cultures, Identity in School in Soria, Spain.