Recently, I have been much absorbed by evolving theoretical concerns inEnglish Language Teaching (ELT). The current ownership of English in ourglobalized world, appropriate models of English for Language Teaching(Jenkins, Cogo & Dewey, 2011), and the latest insights into implicit and explicitlearning (Andringa & Rubuschat, 2015) are just some of the areas ofmore heated discussion for tutors and students on professional developmentcourses in Teaching English to Speakers of Other Languages (TESOL) today.Precisely because of this absorption with theoretical issues and discussionwith my Mexican postgraduate students, it has been a very powerful experienceto step back and take pause to appreciate the significance of thesefive invaluable accounts of the development of professional educationopportunities in English and foreign language teaching, at public universitiesin Mexico over the last thirty years or so.
The Professional Development for Foreign Language Teachers in Baja California
An Account of the Teaching Professionalization Process at Facultad de Lenguas Tuxtla, Universidad Autónoma de Chiapas
The Constant Evolution of Teacher Development in a Public University in Central Mexico
Professionalization of English Language Teaching and Learning in the Benemérita Universidad Autónoma de Puebla: Using Different Evaluation Lens
Teacher Developmentin Mexican Public Universities:The University of Sonora