ABSTRACT
English is becoming a core curriculum component in a growing number of educational systems around the world. These systems face the challenge of providing effective professional development to large numbers of teachers who will be implementing that curriculum. Programmes designed to help teachers develop English skills for teaching English have been implemented but with little evidence of success. We argue that the problem stems from how language content and teacher participation are defined and implemented in these efforts. This chapter offers a different framework for content and participation, which reframes the problem of scale in training. Snapshots of three implementations in Saudi Arabia, Vietnam, and India illustrate how this framework is used to build their teachers’ capacity to provide English instruction in English. This strategy “leverages” teachers’ classroom knowledge to successfully create scalable professional development opportunities.
