At the forefront of research on English language teacher education and professional development, this volume presents new empirical research, framed by the volume editors' insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by 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.

CONTENTS

Foreword - Kathleen M. Bailey

Preface

JoAnn (Jodi) Crandall and MaryAnn Christison

Part 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 Christison

Part II: Teacher Identity in Second Language Teacher Education and Professional Development Programs

Chapter 2

Teacher Education and the Development of Teacher Identity

Aymen Elsheikh

Chapter 3

ESOL Teacher Candidates' Emotions and Identity Development

Bedrettin Yazan

Megan Madigan Peercy

Chapter 4

Academic English Learners' Attitudes Towards Native and Non-Native English-speaking Teachers

Lucie Moussu

Part III: Second Language Teacher Education for Diverse Contexts

Chapter 5

Diversity within TESOL Teacher Education Programs

Ali Fuad Selvi

Megan Madigan Peercy

Chapter 6

Key Considerations in Language Teacher Education Programs Designed to Prepare Multilingual Teachers for Multilingual Classrooms

Farahnaz Faez

Chapter 7

Multiple Perspectives on Language Proficiency Development of Non-native English-speaking Teacher Candidates in Canada and Israel

Ofra Inbar-Lourie

Antoinette Gagné

Chapter 8

Teacher Language Awareness Among Pre-service K-12 Educators of English Language Learners

Kristen Lindahl

PART 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 Vinogradov

Chapter 11

Foreign Language Anxiety and Japanese Elementary-School Teachers' Characteristics

Tomohisa Machida

Part 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 Pawan

Chapter 13

Creating a Professional Development Program to Support Faculty in an English Medium University of Science and Technology

MaryAnn Christison

Zuzana TomaS

Kristen E. Hiller

Adrian S. Palmer

Chapter 14

Content Teachers Engaged in English Medium Instruction in Denmark

Joyce Kling

Chapter 15

Translanguaging for Teacher Development in Qatari Middle School Science Classrooms

Zohreh R. Eslami

Dudley Reynolds

Sunni L. Sonneburg-Winkler

JoAnn (Jodi) Crandall

Part VI. Epilogue

Chapter 16

Epilogue

David Nunan