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The field of second/foreign language teacher education is calling out for a coherent and comprehensive framework for teacher preparation in these times of accelerating economic, cultural and educational globalization. Responding to this clarion call, Language Teacher Education for a Global Societyintroduces a state-of-the-art model that takes into account not only issues such as teachers#xE2;#xAC;" knowledge, skills and dispositions, but also the major forces that are shaping educational globalization. Its five modules #xE2;#xAC;#x1C; Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS) #xE2;#xAC;#x1C; are designed to help student-teachers focus more on: the production of personal knowledge than on the application of received wisdom acceleration of agency than on acceptance of authority teacher research with local touch than on expert research with global reach becoming transformative intellectuals than on being passive technicians mastering the teaching model than on modeling the master teacher. In contrast to current language teacher education programs that put extraordinary emphasis on specific topics such as methods, materials, testing, curriculum design, second language acquisition, the KARDS model brings together relevant strands of thought and offers a critical treatment of the impact of globalization on language teacher education. With its strong scholarly foundation and its supporting reflective tasks and exploratory projects, this book is immensely useful for graduate students who are being introduced to the field of language education, for practicing teachers who wish to enhance their knowledge and skill about teaching, for teacher educators who are looking for a cogent volume that can be used in practicum, for pre-service and in-service programs, and for educational researchers who are interested in exploring the complexity of language teacher education.