Nihat Polat is Chair and Professor in the Department of Curriculum and Instruction, Texas State University, USA. He is the author of L2 Learning, Teaching and Assessment: A Comprehensible Input Perspective (2016, Multilingual Matters).Laura Mahalingappa is an Associate Professor in the Department of Curriculum and Instruction, Texas State University, USA. She is co-author of Supporting Muslim Students: A Guide to Understanding the Diverse Issues of Today's Classrooms (2017, Rowman & Littlefield, with Terri L. Rodriguez and Nihat Polat). Hayriye Kayi-Aydar is an Associate Professor of English Applied Linguistics in the Department of English, University of Arizona, USA. She is co-editor of Theorizing and Analyzing Language Teacher Agency (2019, Multilingual Matters, with Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese and Gergana Vitanova).

As the importance of English education keeps increasing, this timely volume collects invaluable information and stories of teacher education around the globe. Each chapter provides nuanced views of socio-educational issues specific to their local contexts. Readers, especially those who develop curriculum for a teacher education program, can quickly gain an overview of different parts of the world and inform their decision-making related to teacher education.

• ContributorsChapter 1. Introduction: Nihat Polat, Laura Mahalingappa and Hayriye Kayi-AydarChapter 2. Dilma Mello, Valeska Souza and Viviane C. Bengezen: Preparation of Teachers of EAL in Brazil: Research, Policy, Curriculum and PracticeChapter 3. Farahnaz Faez and Michael Karas: Preparation of Teachers of EAL in Canada: Research, Policy, Curriculum and PracticeChapter 4. Guofang Li, Chunmei Yan and Qiang Wang: Preparation of Teachers of EAL in China: Research, Policy, Curriculum and Practice       Chapter 5. Maria Ruohotie-Lyhty: Preparation of Teachers of EAL in Finland: Research, Policy, Curriculum and PracticeChapter 6. Evdokia Karavas and Christina Gkonou: Preparation of Teachers of EAL in Greece: Research, Policy, Curriculum and Practice        Chapter 7. Martin East, Jocelyn Howard and Constanza Tolosa: Preparation of Teachers of EAL in New Zealand: Research, Policy, Curriculum and PracticeChapter 8. Yuliya Ardasheva and Natalia V. Sabelnikova: Preparation of Teachers of EAL in Russia: Research, Policy, Curriculum and PracticeChapter 9. Ali H. Al-Hoorie, Maha Al-Shahrani, Ahmed Al-Shlowiy and Connie Mitchell: Preparation of Teachers of EAL in Saudi Arabia: Research, Policy, Curriculum and PracticeChapter 10. Ho-Ryong Park, Deoksoon Kim and Tae Youn Ahn: Preparation of Teachers of EAL in South Korea: Research, Policy, Curriculum and Practice     Chapter 11. Hayriye Kayi-Aydar and Betil Eröz: Preparation of Teachers of EAL in Turkey: Research, Policy, Curriculum and PracticeChapter 12. Laura Mahalingappa and Nihat Polat: Preparation of Teachers of EAL in USA: Research, Policy, Curriculum and PracticeChapter 13. Laura Mahalingappa, Hayriye Kayi-Aydar and Nihat Polat: Conclusions and Future DirectionsIndex

Nihat Polat is Chair and Professor in the Department of Curriculum and Instruction, Texas State University, USA. He is the author of L2 Learning, Teaching and Assessment: A Comprehensible Input Perspective (2016, Multilingual Matters).Laura Mahalingappa is an Associate Professor in the Department of Curriculum and Instruction, Texas State University, USA. She is co-author of Supporting Muslim Students: A Guide to Understanding the Diverse Issues of Today's Classrooms (2017, Rowman & Littlefield, with Terri L. Rodriguez and Nihat Polat). Hayriye Kayi-Aydar is an Associate Professor of English Applied Linguistics in the Department of English, University of Arizona, USA. She is co-editor of Theorizing and Analyzing Language Teacher Agency (2019, Multilingual Matters, with Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese and Gergana Vitanova).

As the importance of English education keeps increasing, this timely volume collects invaluable information and stories of teacher education around the globe. Each chapter provides nuanced views of socio-educational issues specific to their local contexts. Readers, especially those who develop curriculum for a teacher education program, can quickly gain an overview of different parts of the world and inform their decision-making related to teacher education.

• ContributorsChapter 1. Introduction: Nihat Polat, Laura Mahalingappa and Hayriye Kayi-AydarChapter 2. Dilma Mello, Valeska Souza and Viviane C. Bengezen: Preparation of Teachers of EAL in Brazil: Research, Policy, Curriculum and PracticeChapter 3. Farahnaz Faez and Michael Karas: Preparation of Teachers of EAL in Canada: Research, Policy, Curriculum and PracticeChapter 4. Guofang Li, Chunmei Yan and Qiang Wang: Preparation of Teachers of EAL in China: Research, Policy, Curriculum and Practice       Chapter 5. Maria Ruohotie-Lyhty: Preparation of Teachers of EAL in Finland: Research, Policy, Curriculum and PracticeChapter 6. Evdokia Karavas and Christina Gkonou: Preparation of Teachers of EAL in Greece: Research, Policy, Curriculum and Practice        Chapter 7. Martin East, Jocelyn Howard and Constanza Tolosa: Preparation of Teachers of EAL in New Zealand: Research, Policy, Curriculum and PracticeChapter 8. Yuliya Ardasheva and Natalia V. Sabelnikova: Preparation of Teachers of EAL in Russia: Research, Policy, Curriculum and PracticeChapter 9. Ali H. Al-Hoorie, Maha Al-Shahrani, Ahmed Al-Shlowiy and Connie Mitchell: Preparation of Teachers of EAL in Saudi Arabia: Research, Policy, Curriculum and PracticeChapter 10. Ho-Ryong Park, Deoksoon Kim and Tae Youn Ahn: Preparation of Teachers of EAL in South Korea: Research, Policy, Curriculum and Practice     Chapter 11. Hayriye Kayi-Aydar and Betil Eröz: Preparation of Teachers of EAL in Turkey: Research, Policy, Curriculum and PracticeChapter 12. Laura Mahalingappa and Nihat Polat: Preparation of Teachers of EAL in USA: Research, Policy, Curriculum and PracticeChapter 13. Laura Mahalingappa, Hayriye Kayi-Aydar and Nihat Polat: Conclusions and Future DirectionsIndex

Nihat Polat is Chair and Professor in the Department of Curriculum and Instruction, Texas State University, USA. He is the author of L2 Learning, Teaching and Assessment: A Comprehensible Input Perspective (2016, Multilingual Matters).Laura Mahalingappa is an Associate Professor in the Department of Curriculum and Instruction, Texas State University, USA. She is co-author of Supporting Muslim Students: A Guide to Understanding the Diverse Issues of Today's Classrooms (2017, Rowman & Littlefield, with Terri L. Rodriguez and Nihat Polat). Hayriye Kayi-Aydar is an Associate Professor of English Applied Linguistics in the Department of English, University of Arizona, USA. She is co-editor of Theorizing and Analyzing Language Teacher Agency (2019, Multilingual Matters, with Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese and Gergana Vitanova).

As the importance of English education keeps increasing, this timely volume collects invaluable information and stories of teacher education around the globe. Each chapter provides nuanced views of socio-educational issues specific to their local contexts. Readers, especially those who develop curriculum for a teacher education program, can quickly gain an overview of different parts of the world and inform their decision-making related to teacher education.

• ContributorsChapter 1. Introduction: Nihat Polat, Laura Mahalingappa and Hayriye Kayi-AydarChapter 2. Dilma Mello, Valeska Souza and Viviane C. Bengezen: Preparation of Teachers of EAL in Brazil: Research, Policy, Curriculum and PracticeChapter 3. Farahnaz Faez and Michael Karas: Preparation of Teachers of EAL in Canada: Research, Policy, Curriculum and PracticeChapter 4. Guofang Li, Chunmei Yan and Qiang Wang: Preparation of Teachers of EAL in China: Research, Policy, Curriculum and Practice       Chapter 5. Maria Ruohotie-Lyhty: Preparation of Teachers of EAL in Finland: Research, Policy, Curriculum and PracticeChapter 6. Evdokia Karavas and Christina Gkonou: Preparation of Teachers of EAL in Greece: Research, Policy, Curriculum and Practice        Chapter 7. Martin East, Jocelyn Howard and Constanza Tolosa: Preparation of Teachers of EAL in New Zealand: Research, Policy, Curriculum and PracticeChapter 8. Yuliya Ardasheva and Natalia V. Sabelnikova: Preparation of Teachers of EAL in Russia: Research, Policy, Curriculum and PracticeChapter 9. Ali H. Al-Hoorie, Maha Al-Shahrani, Ahmed Al-Shlowiy and Connie Mitchell: Preparation of Teachers of EAL in Saudi Arabia: Research, Policy, Curriculum and PracticeChapter 10. Ho-Ryong Park, Deoksoon Kim and Tae Youn Ahn: Preparation of Teachers of EAL in South Korea: Research, Policy, Curriculum and Practice     Chapter 11. Hayriye Kayi-Aydar and Betil Eröz: Preparation of Teachers of EAL in Turkey: Research, Policy, Curriculum and PracticeChapter 12. Laura Mahalingappa and Nihat Polat: Preparation of Teachers of EAL in USA: Research, Policy, Curriculum and PracticeChapter 13. Laura Mahalingappa, Hayriye Kayi-Aydar and Nihat Polat: Conclusions and Future DirectionsIndex