More and more, ESL/EFL teachers are required by their employers to obtain a Master's degree in TESOL. Thousands of ESL/EFL teachers are acquiring professional skills and knowledge through online and distance education instructional models. Filling a growing need and making an important contribution, this book is a forerunner in addressing some of the issues and problems for online distance learning and instructional delivery in TESOL and applied linguistics departments in universities around the world. Carefully addressing the complexity of the field, this volume includes primary research and case studies of programs where a variety of online distance models are used. Structured in a logical sequence, the readable and accessible content represents the collected expertise of leading language teacher educators. Each chapter brings the reader a better understanding and ability to apply knowledge about online distance TESOL education. This book is divided into four parts and begins with an introduction, (1) Online Distance TESOL in the 21st Century--From the Trench (Liz England). Part I, Learning in Online Distance TESOL Settings, contains the following: (2) Why Be an Online Learner in TESOL? (Sue Garton and Julian Edge); (3) Feedback in the Mediation of Learning in Online Language Teacher Education (Carmen Contijoch, Anne Burns and Christopher N. Candlin); (4) Addressing the Challenges of Online Assessment: Practical Solutions for TESOL Instructors (Steven Humphries and Florin Mihai); (5) Reflections on Learning TESOL at a Distance (Miranda Legg and John S. Knox); and (6) Life after On-Line Learning (Fiona Copland and Sue Garton). Part II, Teaching in Online Distance TESOL, contains the following: (7) Creating Communities of Practice: Active Collaboration between Students (Datta Kaur Khalsa); (8) Teaching Research Methods in an Online Distance Course (Paula Garcia McAllister); (9) Building an Online Community of Inquiry with Student-moderated Discussions (Joan Kang Shin and Beverly Bickel); (10) Developing Communities of Practice at a Distance (Steve Mann and Gerald Talandis, Jr.); and (11) Investigating Assessment in Online Discussions: A Case Study of Peer Assessment in an LTED Course (David R. Hall and John S. Knox). Part III, Administration of Online Distance TESOL Programs, contains the following: (12) Administration of Online Distance Education: Academic Services in Support of ESOL E-learners (Leslie Opp-Beckman); (13) Rewards and Challenges of Online Program Administration (David R. Hall and John S. Knox); and (14) Planning a Distance Education Course for Language Teachers: What Administrators Need to Consider (Deborah Healey). Part IV, Looking Ahead, contains the following: (15) The Future of Online TESOL (Liz England and David R. Hall).