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Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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| 22 |
日本語教育実習における実習生の学びと変化 : 日本語教師養成講座の改善にむけて ; The Learning and Change of Teacher Trainees during Japanese Language Education Training : Toward Improving the Teacher Training Program
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| 23 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 24 |
Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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| 25 |
Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
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In: National Youth Advocacy and Resilience Conference (2022)
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Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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| 27 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 28 |
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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Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
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| 30 |
A Hard Time Seeing the Relevance: Race and Discourse Identity in Language Teacher Preparation
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In: International Journal of Literacy, Culture, and Language Education; Vol. 2 (2022): Special Issue: Language Weaponization in Society and Education; 20-38 ; 2642-4002 (2022)
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Abstract:
Perceptions of linguistic deficiency represent an extension of the devaluation of Black and racialized speakers which impacts their participation and representation, particularly within language classrooms. Though racism is directly challenged in current education research, language education remains a fertile space for weaponizing seemingly race-neutral terms like ‘culture’ and ‘identity’ as a means of minimizing the importance of race and other sociocultural factors on classroom language learning. Through semistructured interviews, this critical qualitative case study investigates the racial ideologies of three language teacher educators (LTEs) at Franklin University. Findings suggest the de-racialization of ‘culture’ and ‘identity’ influences the goals, design, and execution of instruction in this language teacher preparation program. Implications include guidance for language teacher preparation research and practice inclusive of centering race and clarifying the roles of race and power in language teacher preparation. Critically confronting who benefits or suffers when we use the term ‘culture’ in lieu of race in teacher preparation is also recommended.
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Keyword:
anti-Blackness; language education; raciolinguistic ideology; teacher preparation
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URL: https://scholarworks.iu.edu/journals/index.php/IJLCLE/article/view/34386
https://doi.org/10.14434/ijlcle.v2iMay.34386
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| 31 |
Funds of Identity and Education: The Journey of a Latina Educator from Linguistic Erasure to Linguistic Empowerment
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In: Journal of Culture and Values in Education, 2020, Vol. 3, No. 2, pp. 100-119. (2022)
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"Si nosotros no usamos la lengua, ¿quién lo va a hacer?" : La trayectoria de una educadora intercultural bilingüe en la revitalización de la lengua indígena
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| 33 |
Teacher Without Teaching: school and teacher project for special education (1996-2016) ; Professor Sem Ensino: projeto de escola e professor para educação especial (1996-2016)
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In: Educação & Realidade [Education & Reality]; Vol. 46 No. 3 (2021) ; Educação & Realidade; v. 46 n. 3 (2021) ; 2175-6236 ; 0100-3143 (2022)
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Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
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| 35 |
Erinnerung und kulturelle Bildung : interdisziplinäre Perspektiven auf Geschichtskultur und zukunftsfähiges schulisches Lernen.
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Transformative Vocabulary: Fusing Vocabulary Instruction with Citizenship Education
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In: Certificate of Advanced Studies (CAS) in Literacy (2022)
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| 37 |
Connecting the “Real-World” to the Math Classroom: Implementing Professional Development for Mathematical Modeling
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In: Northwest Journal of Teacher Education (2022)
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| 38 |
Hard work / workload: discursive constructions of teacher work in policy and practice
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In: 1 ; 16 (2022)
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Linguistically Responsive Leaders: Working With Multilingual Students and Their Families
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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