ABSTRACT
This chapter examines thinking of English language teacher education alongside what the authors call transglocality and explores how their life histories as English speakers, English learners, English teachers, and English teacher educators affect the meanings we give to their experiences. The focus of such a comparative and ethnographic lens is Glendon College’s Certificate in the Discipline of Teaching English as an International Language (D-TEIL) program, and more specifically, its international practicum at the E. A. Varona Pedagogical University in Havana, Cuba, which has facilitated this collective conversation around critically and ethically teaching our students. The D-TEIL project becomes, therefore, a site for transglocal language teacher education whose continuing validity and dynamism stem from the ongoing dialogue along the thematic lines suggested here, and elsewhere engaging a range of collaborators and participants coming together in the spirit of polyethnography.
