ABSTRACT
Learning to teach within a community of fellow teacher-learners (TLs) gives novice English language teachers both academic and emotional support as they deepen their understanding of the theoretical and practical sides of TESOL. This chapter describes graduate student TLs’ learning during a practicum at a university in northeastern Thailand during three summers (to date, 2014, 2016, and 2018). Drawing on sociocultural theory, the practicum design leverages multiple forms of interaction through oral and written language to support TLs’ bridging of academic knowledge and practical experiences. Integration of predeparture preparation, in-country coursework, individual teaching responsibilities, and a supportive cohort model allow TLs to develop nuanced theoretical and practical understanding of teaching English as a foreign language. Experienced TLs reported being challenged to further refine their pedagogy, novice TLs developed manageable approaches to lesson planning and implementation, and non-native English speaking TLs found confidence in their language and teaching abilities. The chapter concludes with recommendations for teacher educators interested in leading international teaching practicums.
