Contents

pp v-vi

Contributors

pp vii-xii

Introduction

pp xiii-xxii

Part 1 - Theoretical Frameworks

pp 1-2

1 - Foundations of an EIL-aware Teacher Education

pp 3-18

2 - A Framework for Incorporating an English as an International Language Perspective into TESOL Teacher Education

pp 19-32

Part 2 - Teacher Preparation Programs

pp 33-34

3 - A New Model for Reflexivity and Advocacy for Master’s-Level EIL In-Service Programs in Colombia: The Notion of ‘Learning and Teaching Processes in Second Languages’

pp 35-50

4 - US-based Teacher Education Program for ‘Local’ EIL Teachers

pp 51-66

Part 3 - Courses Dedicated to Teaching EIL

pp 67-68

5 - Global Englishes for Language Teaching: Preparing MSc TESOL Students to Teach in a Globalized World

pp 69-86

6 - Training Graduate Students in Japan to be EIL Teachers

pp 87-99

7 - Practices of Teaching Englishes for International Communication

pp 100-113

8 - Preparing Teachers to Teach English as an International Language: Reflections from Northern Cyprus

pp 114-128

Part 4 - EIL-informed Courses on Another ELT Topic

pp 129-130

9 - Preparing Preservice Teachers with EIL/WE-oriented Materials Development

pp 131-146

10 - Addressing Culture from an EIL Perspective in a Teacher Education Course in Brazil

pp 147-156

11 - Practicing EIL Pedagogy in a Microteaching Class

pp 157-166

Part 5 - Independent Units on Teaching EIL

pp 167-168

12 - A Global Approach to English Language Teaching: Integrating an International Perspective into a Teaching Methods Course

pp 169-180

13 - English as a Lingua Franca in an Online Teacher Education Program Offered by a State University in Brazil

pp 181-194

14 - WE, EIL, ELF and Awareness of Their Pedagogical Implications in Teacher Education Programs in Italy

pp 195-208

Part 6 - Lessons, Activities and Tasks for EIL Teacher Preparation

pp 209-210

15 - Lessons, Activities and Tasks for EIL Teacher Preparation

pp 211-246

Index

pp 247-254