JoAnn (Jodi) Crandall is Professor Emerita of Education at the University of Maryland, Baltimore County, USA. She is a past president of TESOL International, WATESOL, and AAAL, and a founding and current member of the TIRF Board of Trustees.MaryAnn Christison is Professor, Department of Linguistics/Urban Institute for Teacher Education at the University of Utah, USA. She is a member of the TIRF Board of Trustees and a past president of TESOL International Association.

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• CONTENTSForeword – Kathleen M. BaileyPreface JoAnn (Jodi) Crandall and MaryAnn ChristisonPart I. An Introduction to Teacher Education and Professional Development in TESOL Chapter 1 An Overview of Research in English Language Teacher Education and Professional Development – JoAnn (Jodi) Crandall and MaryAnn ChristisonPart II: Teacher Identity in Second Language Teacher Education and Professional Development Programs Chapter 2 Teacher Education and the Development of Teacher IdentityAymen ElsheikhChapter 3ESOL Teacher Candidates’ Emotions and Identity Development Bedrettin Yazan Megan Madigan PeercyChapter 4 Academic English Learners’ Attitudes Towards Native and Non-Native English-speaking TeachersLucie MoussuPart III: Second Language Teacher Education for Diverse ContextsChapter 5 Diversity within TESOL Teacher Education ProgramsAli Fuad SelviMegan Madigan PeercyChapter 6 Key Considerations in Language Teacher Education Programs Designed to Prepare Multilingual Teachers for Multilingual Classrooms Farahnaz FaezChapter 7 Multiple Perspectives on Language Proficiency Development of Non-native English-speaking Teacher Candidates in Canada and Israel Ofra Inbar-Lourie Antoinette GagnéChapter 8 Teacher Language Awareness Among Pre-service K-12 Educators of English Language Learners Kristen LindahlPART IV. Professional Development Programs for Diverse Contexts Chapter 9 Building a Sustainable International Professional Community Through Online TESOL Professional Development Joan Kang Shin Chapter 10 Crossing Contexts for Teacher Learning: Adult ESL Teachers in Kindergarten Patsy VinogradovChapter 11Foreign Language Anxiety and Japanese Elementary-School Teachers’ Characteristics Tomohisa MachidaPart V: Preparing Teachers for English Medium Instruction (EMI)Chapter 12 Korean Professors’ Pedagogical Efforts and Professional Development Needs in English-Medium Instruction Jaehan Park Faridah PawanChapter 13Creating a Professional Development Program to Support Faculty in an English Medium University of Science and Technology MaryAnn Christison Zuzana TomašKristen E. Hiller Adrian S. PalmerChapter 14 Content Teachers Engaged in English Medium Instruction in DenmarkJoyce KlingChapter 15Translanguaging for Teacher Development in Qatari Middle School Science ClassroomsZohreh R. EslamiDudley ReynoldsSunni L. Sonneburg-WinklerJoAnn (Jodi) CrandallPart VI. Epilogue Chapter 16 Epilogue David Nunan

JoAnn (Jodi) Crandall is Professor Emerita of Education at the University of Maryland, Baltimore County, USA. She is a past president of TESOL International, WATESOL, and AAAL, and a founding and current member of the TIRF Board of Trustees.MaryAnn Christison is Professor, Department of Linguistics/Urban Institute for Teacher Education at the University of Utah, USA. She is a member of the TIRF Board of Trustees and a past president of TESOL International Association.

Select Guide Rating

• CONTENTSForeword – Kathleen M. BaileyPreface JoAnn (Jodi) Crandall and MaryAnn ChristisonPart I. An Introduction to Teacher Education and Professional Development in TESOL Chapter 1 An Overview of Research in English Language Teacher Education and Professional Development – JoAnn (Jodi) Crandall and MaryAnn ChristisonPart II: Teacher Identity in Second Language Teacher Education and Professional Development Programs Chapter 2 Teacher Education and the Development of Teacher IdentityAymen ElsheikhChapter 3ESOL Teacher Candidates’ Emotions and Identity Development Bedrettin Yazan Megan Madigan PeercyChapter 4 Academic English Learners’ Attitudes Towards Native and Non-Native English-speaking TeachersLucie MoussuPart III: Second Language Teacher Education for Diverse ContextsChapter 5 Diversity within TESOL Teacher Education ProgramsAli Fuad SelviMegan Madigan PeercyChapter 6 Key Considerations in Language Teacher Education Programs Designed to Prepare Multilingual Teachers for Multilingual Classrooms Farahnaz FaezChapter 7 Multiple Perspectives on Language Proficiency Development of Non-native English-speaking Teacher Candidates in Canada and Israel Ofra Inbar-Lourie Antoinette GagnéChapter 8 Teacher Language Awareness Among Pre-service K-12 Educators of English Language Learners Kristen LindahlPART IV. Professional Development Programs for Diverse Contexts Chapter 9 Building a Sustainable International Professional Community Through Online TESOL Professional Development Joan Kang Shin Chapter 10 Crossing Contexts for Teacher Learning: Adult ESL Teachers in Kindergarten Patsy VinogradovChapter 11Foreign Language Anxiety and Japanese Elementary-School Teachers’ Characteristics Tomohisa MachidaPart V: Preparing Teachers for English Medium Instruction (EMI)Chapter 12 Korean Professors’ Pedagogical Efforts and Professional Development Needs in English-Medium Instruction Jaehan Park Faridah PawanChapter 13Creating a Professional Development Program to Support Faculty in an English Medium University of Science and Technology MaryAnn Christison Zuzana TomašKristen E. Hiller Adrian S. PalmerChapter 14 Content Teachers Engaged in English Medium Instruction in DenmarkJoyce KlingChapter 15Translanguaging for Teacher Development in Qatari Middle School Science ClassroomsZohreh R. EslamiDudley ReynoldsSunni L. Sonneburg-WinklerJoAnn (Jodi) CrandallPart VI. Epilogue Chapter 16 Epilogue David Nunan

JoAnn (Jodi) Crandall is Professor Emerita of Education at the University of Maryland, Baltimore County, USA. She is a past president of TESOL International, WATESOL, and AAAL, and a founding and current member of the TIRF Board of Trustees.MaryAnn Christison is Professor, Department of Linguistics/Urban Institute for Teacher Education at the University of Utah, USA. She is a member of the TIRF Board of Trustees and a past president of TESOL International Association.

Select Guide Rating

• CONTENTSForeword – Kathleen M. BaileyPreface JoAnn (Jodi) Crandall and MaryAnn ChristisonPart I. An Introduction to Teacher Education and Professional Development in TESOL Chapter 1 An Overview of Research in English Language Teacher Education and Professional Development – JoAnn (Jodi) Crandall and MaryAnn ChristisonPart II: Teacher Identity in Second Language Teacher Education and Professional Development Programs Chapter 2 Teacher Education and the Development of Teacher IdentityAymen ElsheikhChapter 3ESOL Teacher Candidates’ Emotions and Identity Development Bedrettin Yazan Megan Madigan PeercyChapter 4 Academic English Learners’ Attitudes Towards Native and Non-Native English-speaking TeachersLucie MoussuPart III: Second Language Teacher Education for Diverse ContextsChapter 5 Diversity within TESOL Teacher Education ProgramsAli Fuad SelviMegan Madigan PeercyChapter 6 Key Considerations in Language Teacher Education Programs Designed to Prepare Multilingual Teachers for Multilingual Classrooms Farahnaz FaezChapter 7 Multiple Perspectives on Language Proficiency Development of Non-native English-speaking Teacher Candidates in Canada and Israel Ofra Inbar-Lourie Antoinette GagnéChapter 8 Teacher Language Awareness Among Pre-service K-12 Educators of English Language Learners Kristen LindahlPART IV. Professional Development Programs for Diverse Contexts Chapter 9 Building a Sustainable International Professional Community Through Online TESOL Professional Development Joan Kang Shin Chapter 10 Crossing Contexts for Teacher Learning: Adult ESL Teachers in Kindergarten Patsy VinogradovChapter 11Foreign Language Anxiety and Japanese Elementary-School Teachers’ Characteristics Tomohisa MachidaPart V: Preparing Teachers for English Medium Instruction (EMI)Chapter 12 Korean Professors’ Pedagogical Efforts and Professional Development Needs in English-Medium Instruction Jaehan Park Faridah PawanChapter 13Creating a Professional Development Program to Support Faculty in an English Medium University of Science and Technology MaryAnn Christison Zuzana TomašKristen E. Hiller Adrian S. PalmerChapter 14 Content Teachers Engaged in English Medium Instruction in DenmarkJoyce KlingChapter 15Translanguaging for Teacher Development in Qatari Middle School Science ClassroomsZohreh R. EslamiDudley ReynoldsSunni L. Sonneburg-WinklerJoAnn (Jodi) CrandallPart VI. Epilogue Chapter 16 Epilogue David Nunan