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The globalization of society and the dynamic role of education in it have given impetus to the development of this document. The globalization of society and economy are manifested in increasing mobility, introducing multicultural and multilingual diversity within national borders and consequently within the student and teacher population. Today's societies thus place challenging demands on teachers, who are confronted with complexity in their practice. How do these demands align with competencies that teachers have or need to acquire or develop? One way to comply with the demands would be to define the competencies and develop standards that can make teacher evaluation a successful process. This report begins by briefly addressing some assumptions (beliefs or ideas) about the nature of how one acquires knowledge (epistemology). The authors also discuss what knowledge, theoretical and practical, is needed for a teacher to be able to teach English as a Foreign Language (EFL), and how knowledge is created in a second or additional language. Part 2 introduces the theoretical framework and organizational formats for standards, the performance indicators as well as the methods of assessment and evaluation, followed by the references and glossary. Part 3 provides the step-by-step process of creating standards, and Part 4 provides examples of the processes of EFL teaching standards development in Albania, Ecuador, and Egypt. Part 5 provides a summary and conclusions.

The growing number of English language learners (ELLs) entering U.S. classrooms has increased the demand for effective educators who work with this diverse student population. This book provides guidelines, examples, and strategies in applying the TESOL P-12 Professional Teaching Standards and serves as a resource to programs and teacher educators working with professionals who strive to make the route to language proficiency as smooth, challenging, and effective as possible. This book contains the following chapters: (1) Introduction: Development of the Standards; (2) Development of the TESOL P-12 Professional Teaching Standards: Application of the Standards; (3) Overview of Program Development; (4) Overview of NCATE/CAEP Recognition; (5) Overview of Professional Development: Application of the Standards by Domain; (6) Domain 1: Language; (7) Domain 2: Culture; (8) Domain 3: Instruction; (9) Domain 4: Assessment; (10) Domain 5: Professionalism--International Applications; (11) Application of the TESOL P-12 Professional Teaching Standards to International Contexts; and (12) Conclusion. A sample national recognition report is appended, and a glossary of terms is also provided.