ABSTRACT
Despite the burgeoning trend of transnationalism over the past few decades and how it affects education in general and language teaching and learning in particular, critical reviews that examine how the issues of transnational mobility influence TESOL teacher education remain scarce. In order to bridge this gap and answer the call for more studies on the impacts of transnational experiences on education, in this chapter, we provide an evaluation of a total of 85 research documents published between 1998 and 2018, including journal articles, book chapters, and books, to zero in on issues at the intersection of transnationalism and TESOL teacher education. The chapter starts with a brief overview of the notion of transnationalism and situates TESOL teacher education in the context of transnationalism. To inform future research, it moves on to summarize the theoretical and conceptual foundations as well as methodologies that have guided empirical research in the field. Following that is a discussion of the implications of transnationalism for TESOL teacher education in terms of curriculum design and pedagogical innovations. The chapter concludes with a proposal of potential directions for research that are relatively unexplored. It is hoped that interested future researchers can find some guidance and insights in this critical review and outlook.
