ABSTRACT
This chapter discusses a pedagogical framework to help support a critical, technology-mediated, intercultural, and plurilingual approach to Teaching English to Speakers of Other Languages (TESOL) education and English ‘language’ teaching (ELT). Today’s ELT contexts are increasingly digital, intercultural, transnational, and dynamic. TESOL education needs to be facilitated through a range of technology-mediated modalities so teacher-learners experience online learning first-hand, working in these digital learning environments as learners. Research has confirmed that teacher beliefs play a major role influencing efforts to integrate technology and innovative approaches into teaching practices. Recognizing the transformative potential of today’s ELT practices and the challenges inherent in TESOL education, there is a need for TESOL programs to work with a critically reflective model examining the use of technology and intercultural dimensions in language teaching practices. Digital environments afford learners and teachers distinctly unique ways of interacting, dynamic roles and notions of time, space, and of learning environments.
