Equity and Inclusivity for Multilingual Learners in Teacher Education

This textbook equips pre-service educators with the tools they need to empower multilingual learners, their families, and communities; promote educational equity; and advocate for the rights of multilingual learners in increasingly complex socio-political settings.

Autorentext

Huili Hong is a professor of the Practice in the Department of Teaching and Learning at Vanderbilt University. Dr. Hong studies multilingual learner education and teacher preparation. Her research interests focus on children's literacy practices in multilingual and multicultural contexts, teacher education, discourse analysis, and narrative inquiry.

Ana Christina da Silva Iddings is a professor of the Practice of Education at the Peabody College of Vanderbilt University, who specializes in language, literacy, and cultural studies.

Inhalt

1. Storying Lives: Art for Public Engagement in Immigrant Communities as Critical Pedagogy; 2. Actuating Metalinguistic Activity: How Collaborative Translation Fosters Students' Discussion of Language; 3. Designing and Piloting a Happiness Program for Multilingual Children: A Design-Based Research Approach; 4. "We Can Actually Make Ourselves a Part of the Story": Scaffolding Multimodal Composing in Multilingual Classrooms; 5. Using Linguistically Diverse Picture Books With Occasional Language Beyond English with Teacher Candidates in Their Internship Experience; 6. The (De-) Humanizing Role of Humor in Multilingual Learning Spaces in Language Instruction: A Review of the Literature; 7. Exploring Effective Strategies for Relationship Building Among Mentor Teacher and Multilingual Teacher Candidates; 8. Fostering Ownership of Culturally Responsive/Sustaining Pedagogy Through Online Teacher Education; 9. Toward a Framework of Antiracist Teacher Education for Multilingual Learners; 10. Theatrical Improvisation and Translanguaging to Empower Multilingual Learners and Multilingual Teachers; 11. From Theory to Practice: Utilizing Inclusive, Practice-Based Approaches in Teacher Education to Support Multilingual Learners; Conclusion