ABSTRACT
As English spreads across the world and becomes necessary for social and economic development, the demand for English-language teaching professionals is also rising. Second-language teacher education (SLTE) programs cater to this and must respond with curricula that are responsive to the 21st-century needs of English-language learners. Jodi Crandall and MaryAnn Christison emphasize that such programs “must be made relevant to the diverse sociocultural, educational, political, and economic contexts for the teaching and use of English and the diverse identities of English language teachers and learners.” Many components of SLTE programs have to change to reflect the new reality of English. There is, as Lubna Alsagoff writes, a need “for new ways of thinking and seeing, and more essentially, of new ways of doing and being, as teachers, students, and scholars. It is now time for literary/cultural syllabi in SLTE to catch up with this change.
