A tesol practicum in the USA

Abstract

The present chapter explores the complexity and diversity of the TESOL practicum offered through second language teacher education programmes in the United States. The TESOL practicum is seen here as a mediating tool necessary for student teachers to begin theorizing practice and making sense of who they are as teachers and members of a professional community of practice. Unique to the US is the multiple and varied opportunities for field experiences throughout a TESOL teacher education programme. To exemplify the design and implementation of these practical experiences, this chapter presents the case of an MA TESOL Program at Saint Michael’s College in Vermont. After situating TESOL teacher education in the context of English language learning and teaching in the US, the chapter explores the ways in which the TESOL practicum in this case is designed, supervised, and evaluated. Strengths, such as the variety of field experiences and opportunities for students to join a community of practice are highlighted. In addition, key challenges such as identifying cooperating teachers and ensuring that teacher educators engage in ongoing professional development are explored. The chapter concludes with future directions and trends for TESOL educators to consider in light of the reflection on this programme.