Professional development of second language
teachers is extremely important for effective
second language (L2) acquisition. This book fills
the gap in our understanding of the complexities
involved in the professional development of
second language teachers in diverse socio-
cultural, institutional and historical contexts in
which second language teacher education takes
place. It represents research from both native
and non-native English speaking L2 teachers
including those in pre-service, in-service, ESL,
EFL, K-12 and higher education. It consists of
fourteen empirical research studies that embrace
a sociocultural theoretical perspective on
diverse Second Language Teacher Education
(SLTE) programs around the world including
North America, South America, Asia and
Europe
