ABSTRACT
This conclusion presents some closing thoughts on the concepts discussed in the preceding chapters of this book. The book identifies a number of themes as being salient. Using globalization, and to a lesser extent, technology and online teacher education as over-arching influences. It discusses teacher identity, the importance of content sensitivity in teacher education, the non-native English-speaking teachers (NNESTs), communities of practice, medium of instruction, and content-based instruction, bilingualism, multilingualism, and plurilingualism. In recent years, the concepts of bilingualism and multilingualism have been critiqued from a number of perspectives. Crandall and Christison also address globalization, teacher identity, and medium of instruction, content-based instruction, and communities of practice. They deal with teacher cognition, the novice teacher, reflective teaching, and classroom-based research, action research, and teacher research. Globalization, and the emergence of English as the major medium of communication, has had a profound impact on Teachers of English to Speakers of Other Languages (TESOL) in general and TESOL teacher education in particular.
