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  • TESOL professional standards in the “Asian century”: dilemmas facing Australian TESOL teacher education

    Author(s)
    Liyanage, Indika
    Walker, Tony
    Singh, Parlo
    Griffith University Author(s)
    Singh, Parlo
    Year published
    2015
    Metadata
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    Abstract
    Australian teacher education programmes that prepare teachers of English to speakers of other languages (TESOL) are confronting the nexus of two facets of globalization: transformations in the Asian region, captured in the notion of the 'Asian century', and shifting conceptions of professionalism in TESOL in non-compulsory education. In booming Asian economies, English language learning is integral to the demand for high-quality education. This has produced increases in TESOL Teacher Education Programme (TTEP) enrolments of both domestic Australian students and international students from Asia. Growth in demand for TTEPs has ...
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    Australian teacher education programmes that prepare teachers of English to speakers of other languages (TESOL) are confronting the nexus of two facets of globalization: transformations in the Asian region, captured in the notion of the 'Asian century', and shifting conceptions of professionalism in TESOL in non-compulsory education. In booming Asian economies, English language learning is integral to the demand for high-quality education. This has produced increases in TESOL Teacher Education Programme (TTEP) enrolments of both domestic Australian students and international students from Asia. Growth in demand for TTEPs has necessitated that they cater to student diversity, and the intended contexts of practice. This demand has coincided with a concurrent movement towards professional standards for TESOL that, we argue, confronts complexities around quality, accountability, and professional identity and achieving conceptual and contextual coherence. This paper explores tensions between increased student demands for TTEPs, professional standards discourses which are part of the global policy discourses on teacher quality, and the achievement of programmatic conceptual and contextual coherence from the perspective of Australian TTEPs.
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    Journal Title
    Asia Pacific Journal of Education
    DOI
    https://doi.org/10.1080/02188791.2013.876388
    Subject
    Education
    Education systems not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/64973
    Collection
    • Journal articles

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