Ontario’s K-12 International Education Strategy: Policy Impacts on Teacher Education for International, Intercultural and Multilingual Sensibilities
While the need to internationalize teacher education is recognized by scholars/practitioners, little attention is paid to the role of policy/policy-makers in supporting this endeavor. This chapter focuses on the enactment of Ontario’s K-12 international education strategy by four key policy actors: the Ontario Ministry of Education, the College of Teachers, School Boards and Faculties of Education in realizing (or not) the internationalization of teacher preparedness. A siloed approach, conflict in policy messaging, overlooked policy alignments and weak policy framing result in diminishing the relevance and importance of internationalization of teacher preparedness to meet Ontario’s international education objectives.
Number of Pages
Teaching English to Speakers of Other Languages (TESOL), English as a Foreign Language (EFL), English as a Second Language (ESL), place-based education, second language teacher education, social justice education, immersion, bilingual education, bicultural education, pedagogy, competence, English dominance
Early Childhood Education | Education
Trilokekar, Roopa and El Masri, Amira, "Ontario’s K-12 International Education Strategy: Policy Impacts on Teacher Education for International, Intercultural and Multilingual Sensibilities" (2019). Books and Chapters. 6.
Trilokekar, R & Masri, A. (2019). Ontario’s K-12 international education strategy: policy Impacts on teacher education for international, intercultural and multilingual sensibilities. In D. Martin & E. Smolcic (Ed.), Redefining Teaching Competence through Immersive Programs (pp 95-126). Palgrave Macmillan.