| Description |
1 online resource : illustrations |
| Contents |
Intro; Acknowledgements; Contents; Notes on Contributors; List of Figures; List of Tables; Cultural/Linguistic Immersion in Teacher Preparation for Emergent Bilingual Learners: Defining a New Space for Asset-Based Pedagogies; Migration and the Pressing Challenge of Multilingual Realities in PK-12 Classrooms; Redefining Teacher Competencies for Today's Classrooms: Toward a Decolonizing, Linguistically Responsive and Culturally Sustaining Teaching Practice; A Decolonizing Pedagogy in English Language Teaching; Designing Asset-Based Teacher Education to Sustain Cultural and Linguistic Diversity |
|
Knowledge of Language in Social Lives and Classroom ContextsPedagogical Language Knowledge: A Language-Oriented Knowledge Base; Community-Based Experience: Intercultural Learning With and Within 'Differences.'; Immersive Learning for Teachers; Pedagogies of Place; The Organization of This Volume; References; "Nested Interculturality": Dispositions and Practices for Navigating Tensions in Immersion Experiences; Fostering Dispositions; Tensions; Pedagogical Practices to Foster "Nested Interculturality"; Conclusion: Nested Interculturality for Social Justice; References |
|
Decolonizing Teacher Education in Immersion Contexts: Working with Space, Place and BoundariesA Critical Reading of North-South Immersive Programs; Coloniality; Culture as Object; Culture as Relational; Relationality, Language and Literacy; Relationality and Whiteness; Geography and the Spaces, Places and Boundaries of Language and Literacy Education; Object-Based and Relational Thinking About Space, Place and Boundaries; The Logic of White Possession; For Boundaries: A Kind of Bounded Openness; Recommendations for Teacher Education in Immersive Contexts; References |
|
Ontario's K-12 International Education Strategy: Policy Impacts on Teacher Education for International, Intercultural and Multilingual SensibilitiesLiterature Review; Ontario: Demographic Diversity; Ontario: Policy Frameworks; Theoretical Framework; Methodology; Data and Analysis; Discussion and Analysis; Conclusion; References; Language and (Inter)Cultural Learning: Supporting Language Teacher Candidates' Development of Interculturality During Study Abroad; Theoretical Perspectives; The Course; Participants; Data Collection and Analysis; Results; Language Use and Power in Context |
|
Transfer to the ClassroomIdentity and Otherness; Language and Culture; Situating the Mediation; Discussion; References; "Maybe What We've Done Here in Antigua Is Just the Thing to Combat Global Inequity": Developing Teachers for Linguistically Diverse Classrooms Through Study Abroad; Literature Review; Study Abroad and Teacher Education; Theoretical Orientation; Methods; Program Participants, Site, and Context; Courses; Data Collection; Data Analysis; Findings; Confronting the Challenge of Second Language Learning; Transnational Comparisons; Raciolinguistic Reflexivity |
| Summary |
"A timely book - broadly insightful, challenging, targeted, and practically useful."--Fred Hamel, University of Puget Sound, USA This edited book examines how teacher education utilises international immersion and field teaching (or service-learning) experience to develop teachers' global, multilingual and intercultural competencies, in preparation for entering today's culturally and linguistically diverse classrooms. Through a series of theory-based case studies, the authors demonstrate how teachers' awareness of social inequities and responsive actions, the ability to bridge one's own and others' perspectives, and understanding of key principles of second language learning are pedagogical concepts and skills that become ever more essential across all mainstream K-12 educational contexts. The chapters bring together the voices of teacher educators, intercultural learning theorists and pre- and in-service teachers to identify threads of practice and theory that can be applied within teacher education more broadly. This book will be of interest to academics, instructors and graduate students in the fields of teacher education, language learning, intercultural communication and social justice education. Daniela Martin is Associate Professor of Psychology at the Pennsylvania State University, USA. Her research ranges from a focus on identity development among diverse students and the contexts of multicultural and ESL education to student development during study abroad, and pedagogical principles that sustain our increasingly diverse schools. Elizabeth Smolcic is Associate Professor of Education at the Pennsylvania State University, USA. She has led the Teaching ESL Certificate Programme with Immersion in Ecuador programme for over 15 years. Her scholarly interests include teacher education for multilingual/ multicultural realities and building fully reciprocal relationships in study abroad and home community contexts |
| Notes |
Includes index |
|
Online resource; title from PDF title page (SpringerLink, viewed October 8, 2019) |
| Subject |
Teachers -- Training of.
|
|
Foreign study.
|
|
Concentrated study.
|
|
Culturally relevant pedagogy.
|
|
Concentrated study
|
|
Culturally relevant pedagogy
|
|
Foreign study
|
|
Teachers -- Training of
|
| Form |
Electronic book
|
| Author |
Martin, Daniela, editor
|
|
Smolcic, Elizabeth, editor
|
| ISBN |
9783030247881 |
|
3030247880 |
|
