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Full-Text Articles in Educational Assessment, Evaluation, and Research
Overcoming The Theory And Practice Divide : A Perspective From The Tesol Plus Program, Danielle Freitas
Overcoming The Theory And Practice Divide : A Perspective From The Tesol Plus Program, Danielle Freitas
Publications and Scholarship
Certificate programs such as Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language (TESL) and Teaching English as a Foreign Language (TEFL) have burgeoned in our globalized world. They are usually offered and/or accredited by reputable educational institutions, such as University of Cambridge, University College London, Michigan University, as well as sanctioned by government bodies (e.g., TESL Ontario and TESL Canada in Canada, National ELT Accreditation Scheme (NEAS) in Australia, New Zealand Qualification Authorities (NZQA) in New Zealand, & Accreditation UK in the United Kingdom). These accredited programs vary enormously in their design, ranging from …
Plurilingualism In Tesl Programs? Are We There Yet?, Danielle Freitas
Plurilingualism In Tesl Programs? Are We There Yet?, Danielle Freitas
Publications and Scholarship
With the emergence of a plurilingual paradigm shift in language teaching, questions concerning the extent to which language teacher education programs are effectively preparing language teachers to teach in our messy, heteroglossic, and multilingual world (Pavlenko, 2005) have assumed immediate relevance in the training and education of teachers. Despite the considerable number of TESOL/TESL programs qualifying teachers around the world, little is known about how these programs have adapted their pedagogy to meet the current reality of a plurilingual paradigm shift in language teaching. This research investigated the curriculum and pedagogy of a TESL Certificate course in Canada.