TRAINING OF FUTURE ENGLISH TEACHERS IN CANADIAN UNIVERSITIES: STRUCTURAL AND CONTENT ANALYSIS OF UNDERGRADUATE PROGRAMS

Abstract

The article presents a systematic comparative analysis of undergraduate programs for the training of future English language teachers at leading Canadian universities – Toronto, McGill, and Ottawa. The specifics of their educational trajectories, which combine different levels of academic intensity, professional orientation, and cross-cultural orientation, are revealed. The University of Toronto programs (Specialist, Major, Minor) form a multi-level system of subject competence in English language and literature, which ensures the variability of professional training. At McGill University, an approach focused on teaching English as a second language (TESL) dominates, with a strong intercultural component, in particular through the integration of French and Greek, which helps prepare teachers for work in the multilingual environment of Quebec. The uOttawa programs (Honours BA ESL, Major in ESL) differ in the depth of pedagogical practice and the research component, which determines the differences in professional orientation. It is summarized that Canadian bachelor’s programs combine academic, practical, and cross-cultural training, forming teachers capable of operating effectively in a globalized educational environment. All programs cover cross-cultural aspects in the process of studying, firstly, the literatures of Canada, the USA, Great Britain; secondly, the literatures of postcolonial, diasporic and indigenous peoples, thirdly, critical theories (racial, gender, queer-critical, etc.). Therefore, the prospect of further research is to delve deeper into the cross-cultural potential of future English teacher training programs and compare them with Ukrainian educational and professional training programs for relevant specialists.