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Curriculum Innovation in Language Teacher Education: Reflections on the PGDELT Program’s Contributions to EFL Teachers’ Continuing Professional Development

  • Lawrence Jun Zhang

    Dr Lawrence Jun Zhang is Professor of Applied Linguistics/TESOL at The University of Auckland, New Zealand. His research interests include L2 reading-writing connections, L2 writing development, teacher cognition and change, and ideological representations in English textbooks.

Published/Copyright: December 9, 2021
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Abstract

Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teacher-education initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature. What is important is how teacher professional development contributes to bolstering the teacher-educator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching (PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language (ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.

About the author

Dr Lawrence Jun Zhang

Dr Lawrence Jun Zhang is Professor of Applied Linguistics/TESOL at The University of Auckland, New Zealand. His research interests include L2 reading-writing connections, L2 writing development, teacher cognition and change, and ideological representations in English textbooks.

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Acknowledgments

This paper is based on an invited plenary speech delivered at the 1st International Symposium on Foreign Language Education and the 1st PGDELT Alumni Conference, organized by the School of Foreign Languages, Harbin Institute of Technology, Harbin, Heilongjiang, May 19, 2019. I appreciate Dr Kedong Liu and his team and Dr Huaqing Hong for their devotion to the organization of this Conference. I am indebted to my colleagues and PGDELT classmates (especially Dr Yuqin Zhao) for their critical friendship and encouragement, and to my former PGDELT students for their generous comments on an earlier version of this paper. I am also grateful to all the three reviewers for their critical comments on the earlier version. It is these comments that helped me improve the clarity of this paper and made it in its current form. The handling editor, Dr Xiangdong Liu, offered many suggestions that facilitated my revisions and I feel obliged to his professionalism. Any existing fault in the paper remains mine.

Published Online: 2021-12-09
Published in Print: 2021-12-20

© 2021 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy

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