TESOL Professional Standards in the "Asian Century": Dilemmas Facing Australian TESOL Teacher Education

Autor/inn/en	Liyanage, Indika; Walker, Tony; Singh, Parlo
Titel	TESOL Professional Standards in the "Asian Century": Dilemmas Facing Australian TESOL Teacher Education
Quelle	In: Asia Pacific Journal of Education, 35 (2015) 4, S.485-497 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2013.876388
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Standards; Foreign Countries; Teacher Education Programs; Global Approach; Educational Quality; Enrollment Trends; Foreign Students; Asians; Professional Identity; Accountability; Student Diversity; Cultural Context; Educational Policy; Correlation; Educational Demand; Australia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Standard; Ausland; Globales Denken; Quality of education; Bildungsqualität; Asian; Asiat; Asiatin; Asiaten; Asiate; Verantwortung; Politics of education; Bildungspolitik; Korrelation; Bildungsanforderung; Bildungsnachfrage; Australien
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 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. Drawing on discourses of managerialism and performativity, 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01