Discipline of Teaching English as an International Language – D-TEIL: perspectives for language teacher education

Authors

DOI:

https://doi.org/10.20435/serie-estudos.v25i54.1434

Keywords:

international practicum, English language teaching, ethical practices

Abstract

The role international practicum placements have in the professional development of language educators is a contentious issue, with not all researchers in agreement that international practica are necessarily natural, neutral, or beneficial, to borrow from Pennycook’s (2007, 2012, 2017) stance on English language teaching internationally. Scholars like Santoro (2007, 2009), for instance, have expressed concern that international practica constitute a little more than a form of educational tourism that is potentially exploitative of the host communities. However, some program developers and researchers acknowledge and prioritize the value-laden and sociopolitical nature of practice teaching abroad and strive to facilitate ethical and critical practices (MORGAN; MARTIN, 2014; MARTIN; MORGAN, 2015, 2019). For that reason, this paper critically analyzes crossing borders with reference to the D-TEIL certificate program. The outcomes of an international practicum experience suggest changes towards considering the multiplicity of knowledge and aim at developing strategies for language teacher education programs towards ethical practices.

Author Biographies

Gustavo Moura, University of Manitoba, Winnipeg, Canada

PhD Candidate, Faculty of Education, University of Manitoba.

Brian Morgan, Glendon College, York University, Toronto, Canada.

Senior Scholar, Glendon College/York University.

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Published

2020-08-20

How to Cite

Moura, G., & Morgan, B. (2020). Discipline of Teaching English as an International Language – D-TEIL: perspectives for language teacher education . Série-Estudos - Periódico Do Programa De Pós-Graduação Em Educação Da UCDB, 25(54). https://doi.org/10.20435/serie-estudos.v25i54.1434

Issue

v. 25, n. 54, maio/ago. 2020

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Artigos

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