Preparing Culturally and Linguistically Competent Teachers for English as an International Language Education

Abstract

Despite recent scholarly advancements in teaching English as an international language (EIL), its implementation in TESOL classrooms has been challenging and limited. Because English teachers play a significant role in EIL implementation in their daily lessons, preparing EIL‐oriented teachers becomes critical. This article outlines major developments in EIL and their implications for teacher competence and discusses the ideological challenges in integrating EIL in teacher education. It concludes with a detailed description of a three‐step EIL‐oriented pedagogy for TESOL teacher education courses and programs that aims to foster teachers’ linguistic self‐respect, build their pedagogical competence for plurilingual teaching, and transform their classrooms.

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