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Connecting to Figure Out How to Teach ESOL: A Grounded Theory ...
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Developing Teachers' Advocacy Skills for Multilingual Learners: An Examination of Advocacy in Simulated Environments and School Settings ...
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: University of Virginia, 2022
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| 3 |
Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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| 4 |
Culturally Sustaining Pedagogy into Practice: Elementary School Teachers’ Implementation of CSP in Their Classrooms
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| 5 |
Linguistic Features of Formative Feedback on ESL Argumentative Writing: Comparing Pre-service and Experienced Teachers
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In: Issues in Applied Linguistics, vol 22, iss 0 (2021)
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| 6 |
Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies
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In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021)
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| 7 |
A Classroom-Based Investigation into Pre-Service EFL Teachers’ Evolving Understandings of a Plurilingual Pedagogy to Foreign Language Education ...
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| 8 |
Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
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In: Australian Journal of Teacher Education (2021)
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| 9 |
The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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| 10 |
Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand
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In: Australian Journal of Teacher Education (2021)
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Abstract:
This study examines how six teacher candidates in one U.S. based teacher preparation program articulate understandings of critical multicultural education concepts after a field experience in a study abroad program in New Zealand. Teacher candidates were interviewed about their understandings of culture, privilege, and social inequality. Field placements were in high poverty elementary schools with high numbers of linguistic and ethnic minority students. Teacher candidate responses revealed development of cultural appreciation but a lack of engagement with issues related to privilege and social inequality. Teacher candidates further had difficulty articulating issues of power and systemic privilege enacted either in the New Zealand context, or in their home cultural context in the United States. This study calls for more explicit support for teacher candidates as they grapple with recognizing and practicing a Culturally Relevant Pedagogy in order to realize the potential of diverse study abroad field experiences for teacher preparation.
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Keyword:
and Multicultural Education; Bilingual; Critical multicultural education; Culturally Relevant Pedagogy; culture; Multilingual; study abroad; teacher education; Teacher Education and Professional Development
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URL: https://ro.ecu.edu.au/ajte/vol46/iss5/4
https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=4845&context=ajte
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| 11 |
Teacher Educators Learning with Prospective Teachers: Finding Relevant Mathematics in Our (Their) Lives
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In: Networks: An Online Journal for Teacher Research (2021)
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| 12 |
Cultivating teacher professionalism in Chinese and U.S. settings: contexts, standards, and personhood
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In: Publisher (2021)
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| 13 |
Funds of Knowledge in Storytelling and Recipes
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In: Other (2021)
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| 14 |
Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“ ...
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Language Education and Multilingualism ‒ The Langscape Journal. Vol.3 ...
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| 17 |
Negotiating the Limits of Teacher Agency: Constructed Constraints vs. Capacity to Act in Preservice Teachers’ Descriptions of Teaching Emergent Bilingual Learners
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In: ETSU Faculty Works (2021)
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| 18 |
K-ULF : Creating Research Synergy in the Interface Between School and the Academy
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Hartell, Eva; Brugge, Rasmus; Boberg, Alice. - : KTH, Lärande i Stem, 2021. : KTH, Skolan för industriell teknik och management (ITM), 2021. : KTH, Lärande, 2021. : Haninge kommun, 2021. : Turku, Finland : PATT Organizing Committee, 2021
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| 19 |
Becoming an Expert Teacher: Assessing Expertise Growth in Peer Feedback Video Recordings by Lexical Analysis
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In: Education Sciences ; Volume 11 ; Issue 11 (2021)
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| 20 |
Multiple Stakeholder Interaction to Enhance Preservice Teachers’ Language Assessment Literacy
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In: Languages; Volume 6; Issue 4; Pages: 213 (2021)
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