Table Of Contenti
Innovating the TESOL Practicum in
Teacher Education
Recognizing new opportunities and challenges brought about by techno-
logical and social change, as well as the COVID- 19 pandemic, this volume
explores innovative design, implementation, and pedagogy for practica
experiences in teacher education programs in the field of Teaching English
to Speakers of Other Languages (TESOL).
By showcasing research and practice undertaken in a range of teacher
education courses and programs, the volume offers evidence-b ased
approaches to enhancing pre- and in-s ervice teachers’ learning and cul-
tural awareness. Chapters come together coherently to address issues
and explore innovative structures revolving around high- quality TESOL
practica. Particular attention is paid to emerging opportunities offered by
virtual and simulated learning in online and in- person practica, as well as
potential changes to best practice in community- based programs.
Using a diverse set of lenses to examine the practical, theoretical, and
methodological aspects of TESOL practica, this volume will be of interest
to students, scholars and researchers with an interest in TESOL educa-
tion, as well as in open and distance education.
Chang Pu is Associate Professor of Teacher Education, Berry College, USA.
Wayne E. Wright is Associate Dean of Research, Graduate Programs,
and Faculty Development and Professor and Barbara I. Cook Chair of
Literacy and Language, Purdue University, USA.
ii
Routledge Research in Language Education
The Routledge Research in Language Education series provides a plat-
form for established and emerging scholars to present their latest research
and discuss key issues in Language Education. This series welcomes books
on all areas of language teaching and learning, including but not limited
to language education policy and politics, multilingualism, literacy, L1,
L2 or foreign language acquisition, curriculum, classroom practice, peda-
gogy, teaching materials, and language teacher education and develop-
ment. Books in the series are not limited to the discussion of the teaching
and learning of English only.
Books in the series include:
International Perspectives on Creative Writing in Second Language
Education
Supporting Language Learners’ Proficiency, Identity, and Creative
Expression
Edited by Bee Chamcharatsri and Atsushi Iida
Narrative Inquiry into Language Teacher Identity
ALTs in the JET Program
Takaaki Hiratsuka
Language Learning Motivation in a Multilingual Chinese Context
Mairin Hennebry- Leung and Xuesong (Andy) Gao
Innovating the TESOL Practicum in Teacher Education
Design, Implementation, and Pedagogy in an Era of Change
Edited by Chang Pu and Wayne E. Wright
For more information about the series, please visit www.routledge.com/
Routledge- Research- in- Language- Education/ book- series/ RRLE
iii
Innovating the TESOL
Practicum in Teacher
Education
Design, Implementation, and
Pedagogy in an Era of Change
Edited by
Chang Pu and Wayne E. Wright
iv
Cover image: Getty
First published 2023
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 selection and editorial matter, Chang Pu and Wayne E. Wright;
individual chapters, the contributors
The right of Chang Pu and Wayne E. Wright to be identified as the authors
of the editorial material, and of the authors for their individual chapters,
has been asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised
in any form or by any electronic, mechanical, or other means, now known or
hereafter invented, including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks,
and are used only for identification and explanation without intent to infringe.
Library of Congress Cataloging- in- Publication Data
A catalog record for this title has been requested
ISBN: 978- 1- 032- 04615- 0 (hbk)
ISBN: 978- 1- 032- 04616- 7 (pbk)
ISBN: 978- 1- 003- 19393- 7 (ebk)
DOI: 10.4324/ 9781003193937
Typeset in Sabon
by Newgen Publishing UK
v
Contents
List of Contributors viii
Acknowledgments xiv
1 Introduction: Contextualizing the TESOL Practicum
in the Field of TESOL 1
CHANG PU AND WAYNE E. WRIGHT
PART 1
The TESOL Practicum in an Era of Change 15
2 Building a More Resilient Approach to ELL Field
Experience in Teacher Education 17
VIRAK CHAN, TRISH MORITA- MULLANEY, AND
DELIYA KULESHOVA
3 A Turning Point in the TESOL Practicum: Navigating
a Forced Move from In- Person to Online Practice
Teaching 36
DAVID MALINOWSKI, PRIYANVADA ABEYWICKRAMA,
AND SCOTT PHILLABAUM
4 TESOL Practicum in the Pandemic Era: The Emotions
and Strategies of Teacher Candidates 52
HYUN- SOOK KANG AND YOONJIN NAM- HUH
5 Evolving the TESOL Practicum: Revisiting the Impact
of edTPA 64
BETH CLARK- GARECA
vi
vi Contents
6 Advancing School– Family Coalitions and Cooperative
Funds of Knowledge Through Virtual Teaching and
Learning in TESOL Practicum Experiences 77
ERIC J. JOHNSON
PART 2
The TESOL Practicum in Community- Based Programs 97
7 Undertaking TESOL Practicum at the Adult ESL
Community Outreach Program: Student Teachers’
Perceived Affordances, Advantages, and
Disadvantages 99
JELENA COLOVIC- MARKOVIC
8 Situating the University Classroom in the Community
to Create a Service- Learning Pathway: The Impact on
Participants and Recipients 119
ADRIANA L. MEDINA
PART 3
Innovating the TESOL Practicum 141
9 TESOL Teacher Candidates in Residency: Practice
and Potential for Innovating the Practicum 143
JENNIFER GILARDI SWOYER AND KRISTEN LINDAHL
10 Undergraduate Practicum Design for Equity- Minded
and Culturally and Linguistically Responsive
Pre- service TESOL Teachers 158
CHELSEA WALTER
11 Context as Mediator in Language Teacher Learning
During an International Practicum 173
BETSY GILLILAND
12 The Role of Practicum Mentors in Developing
“Thinking Teachers” 187
KRISTINA B. LEWIS
vii
Contents vii
13 Infusing Simulation Technology in Teacher
Preparation Programs: Improving English Learner
Teaching Skills Through Digital Badges 201
FLORIN M. MIHAI, JOYCE W. NUTTA, KERRY PURMENSKY,
LESLIE MENDEZ, AND LAURA E. MONROE
14 Optimizing Practica Through Mixed- Reality
Simulation in Teacher Education for TESOL 222
JI HYE SHIN, NIHAL KHOTE, SHIM LEW, AND JAYOUNG CHOI
PART 4
Conclusion 235
15 Innovations, Challenges, and Future Directions for
the TESOL Practicum 237
WAYNE E. WRIGHT AND CHANG PU
Index 247
viii
Contributors
Priyanvada Abeywickrama is an associate professor in the English
Department at San Francisco State University and coordinates the MA
in TESOL program. Her research focuses on language assessment, spe-
cifically classroom- based assessment practices. She often supervises the
TESOL practicum and when not teaching the course, she coordinates
student teacher placement.
Virak Chan is a clinical assistant professor of Literacy and Language at
Purdue University. He has extensive EFL/ ESL teaching experiences in
Cambodia, California, Texas, and Indiana. His research and publi-
cation are in the areas of language planning and policies, linguistic
landscape, bilingual/ multilingual education, teacher education, and
curriculum development.
Jayoung Choi is an associate professor of TESOL/L iteracy Education in
the Department of Inclusive Education at Kennesaw State University,
Georgia, USA. Her research aims to unpack the ways in which lan-
guage, culture, identity, agency, power, and ideology affects learning
and teaching for immigrant multilingual learners in and out of school
contexts. Through her research, she hopes to support teachers and
immigrant families in disrupting the pervasive monolingual ideology
and to advocate for a more multi- lingual and - literate society. Her
recent work has been published in International Journal of Bilingual
Education and Bilingualism, The Journal of Early Childhood
Literacy, International Journal of Multilingualism, and Multicultural
Perspectives.
Beth Clark- Gareca, is an associate professor and the Coordinator of the
MSEd TESOL program at the State University of New York in New
Paltz. Beth’s scholarship revolves around the problems and possibilities
inherent in preparing K-1 2 teachers to work with English Learners
(ELs), specifically the ways that teacher beliefs and decision making
related to assessment can affect educational realities. Currently, she
prepares graduate teacher candidates to be ESOL teachers, and directs
a state grant which supports practicing content teachers to earn ESOL
xi
Contributors ix
certification so as to better serve ELs in their classrooms. Beth also
coordinates multiple partnerships between SUNY New Paltz and com-
munity schools and organizations to provide teacher candidates with
additional critical, hands- on teaching practice.
Jelena Colovic- Markovic is an associate professor of TESOL in the
Department of Languages and Cultures at West Chester University
of Pennsylvania, West Chester, PA, where she teaches courses on a
range of topics, including ESL practicum, curriculum and materials
for TESOL, second language (L2) vocabulary learning and teaching,
L2 assessment, teaching ELs pre- K to 12, and structure of modern
English. In addition, she organizes and supervises a community- based
ESL program (Adult ESL Community Outreach Program) in conjunc-
tion and concurrently with the ESL Practicum course. Her research
interests include the knowledge and instruction of L2 vocabulary,
applied corpus linguistics, teacher education, and service- learning. She
has recently published in TESOL International Journal and Applied
Language Learning.
Betsy Gilliland is an associate professor in the Department of Second
Language Studies at the University of Hawaiʻi Mānoa. In addition to
leading a study abroad teaching practicum in Thailand, she teaches
courses in second language writing, language teacher education, and
qualitative and classroom research. Her research focuses on language
teacher learning and adolescent second language literacy. She has
published in ELT Journal, TESOL Journal, and L2 Journal, among
others, and is co-e ditor of the book Empowering the Community
College First- Year Composition Teacher, published by University of
Michigan Press.
Eric J. Johnson is a professor of Multilingual Education at Washington
State University. He received his PhD in sociocultural anthropology
from Arizona State University. His research focuses on immigrant
education programs and language policies in public schools. His
publications involve bilingual education, funds of knowledge, lan-
guage and social justice, and family engagement.
Hyun- Sook Kang is an associate professor of Global Studies in Education
at the University of Illinois, Urbana- Champaign. She conducts research
on the intersections of globalization, mobility, and language learning
and use, with implications for education policy, pedagogy, and prac-
tice. She also serves as Co-E ditor of the Journal of Language, Identity,
& Education.
Nihal Khote is an assistant professor of TESOL in the Inclusive Education
Department at Kennesaw State University. He shares his teaching
experiences with culturally and linguistically diverse students in K-1 2
classrooms with pre-s ervice teacher candidates, focusing on developing
