TESOL professional standards in the "Asian century": dilemmas facing Australian TESOL teacher education

Liyanage, Indika, Walker, Tony and Singh, Parlo 2015, TESOL professional standards in the "Asian century": dilemmas facing Australian TESOL teacher education, Asia Pacific journal of education, vol. 35, pp. 485-497, doi: 10.1080/02188791.2013.876388.

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Title TESOL professional standards in the "Asian century": dilemmas facing Australian TESOL teacher education
Author(s) Liyanage, IndikaORCID iD for Liyanage, Indika orcid.org/0000-0001-6459-4977
Walker, Tony
Singh, Parlo
Journal name Asia Pacific journal of education
Volume number 35
Start page 485
End page 497
Total pages 13
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2015
ISSN 0218-8791
Keyword(s) conceptual coherence
contextual coherence
ethical practice
quality assurance
TESOL standards
TESOL teacher education
Summary 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.
Language eng
DOI 10.1080/02188791.2013.876388
Field of Research 130207 Lote, Esl and Tesol Curriculum and Pedagogy (excl Maori)
Socio Economic Objective 930299 Teaching and Instruction not elsewhere classified
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2014, National Institute of Education, Singapore
Persistent URL http://hdl.handle.net/10536/DRO/DU:30070940

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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