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InS Ben Said L. J. Zhang (Eds.). (2013). Language
TeachPerspectives nd Local Initiatives (pp. 317-323). New York:
fterwordRethinking Global PerspeInitiatives in Language TeB
Kumaravadivelu
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318 B umaravadivelua similar trend, the introductory chapter by
Haypolitics of comparison between the global and thany reminder is
needed, that the model for educaperiphery is still something that
is imported from thworld where English language use among
non-natifar exceeds English language use between native
anNevertheless, it is sobering to note that Hayes and sary to end
their essay with the plea that teacheshould be considered in terms
of a model which rcross-cultural communication amongst NN S
rathWhat the editors' introduction and the Hayes and
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BRIDGING BELIEFS AND PRACTICESClosely related to the task of
professionalizing throle of the personal and professional beliefs
that teato the practice of their everyday teaching. In ordeissue,
some of the contributors explore the degree toand willing to bridge
the gap between their entrenclassroom practices (e.g., Goh and Zan
Farrell and Their studies reinforce our understanding that
teacdirectly influence what and how they teach. They teachers
beliefs are shaped by several factors such as
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32 B Kumaravadiveluleaving it as a by-product of teacher
preparation. Weof teacher education can no longer assume that they
sional identities of their student-teachers through prefimages. We
learn that teacher education programs mteachers with opportunities
to voice their unique profwithin the historical, social, and
political exigencies uate. In other words, what these studies show
is that practicing teachers do exercise their agency, and
therenized, reinforced, and rewarded during and after teach
TE HNOLOGIZING CLASSROOM PRACTICES
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reconceptualization of research itself (for details,2012a).
Minimally, such an epistemic break warrantive, research on the part
of scholars from the periphinvolves paying attention to the
particularities operiphery countries, identifying researchable
questiousing appropriate research methods, producing orapplying
them in classroom contexts (KumaravadivRethinking global
perspectives and local initiatives sible epistemic break points us
to certain pathways f
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322 B KumaravadiveluA partial response to the previous query has
beenond book I wanted to mention. At the risk of soundin
draw the readers' attention to Language Teacher ESociety
(Kumaravadivelu, 2012b). For a long time, in a relentless pursuit
of continuous quality improvguage teacher education. We
successfully questionricular content of traditional teacher
education proteacher-centered, pedagogy-oriented courses. We
retheoretical linguistics, and studies in second langincorporated
Vygotskian sociocultural theories. Weteacher education.
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REFEREN ES
Hargreaves, A., Shirley, D (2012). The global fourth tional
excellence Thousand Oaks, CA: Corwin.Kumaravadivelu, B (2012a).
Individual identity, culturaing English as n International
language: The caseIn L Alsagoff, S.L. McKay, G Wu, W.A. Renantices
for teaching English s an international
languaRoutledge.Kumaravadivelu, B (2012b). Language teacher
educaNew York: Routledge.
