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Critical Dialogic TESOL Teacher Education
This edited volume showcases how teacher educators around the world engage with critical and dialogic approaches to prepare TESOL professionals. Language teachers are at the forefront of supporting the academic and social needs of increasingly ethnically and linguistically diverse student populations around the globe, and preparing critical and dialogic TESOL teachers with social justice orientations is essential to helping language learners fulfil their academic and linguistic potential. Although more experienced TESOL teachers may be able to agentively implement critical and dialogic approaches to instruction, we know little about what TESOL teacher educators do to help train and prepare language teachers who can do exactly that. In this volume, TESOL educators from various contexts share their experiences on how they engage with critical and dialogic approaches to reimagine TESOL teacher education. Chapter authors engage with different aspects of critical and dialogic approaches to present their visions for reimagining curricula, pedagogies, online spaces, and the roles of students, teachers, and teacher educators.
Expertise in Second Language Writing Instruction
Despite growing interest in L2 writing teachers, there is a dearth of published works that specifically delve into the nuances of the development of L2 writing teacher expertise. Informed by relevant foundational theory and empirical research, this book addresses this crucial gap in the understanding of expertise in L2 writing instruction. This book offers a holistic analysis of L2 writing instruction, serving as a valuable resource for those involved in the development of L2 writing teacher educators, as well as novice teachers striving to hone their skills in teaching L2 writing. It draws from a wide array of international perspectives on the conceptualization of L2 writing teacher expertise and research in this domain. Significantly, it is the first comprehensive work that places expertise in L2 writing instruction at the forefront. It will interest scholars in the disciplines of foreign and second language education, as well as postgraduate students and aspiring teachers.
Longitudinal Interactional Histories
This book explores the lives of five Mexican immigrant-origin youths in the United States, documenting their language and literacy journeys over an eight-year period from adolescence to young adulthood. In these qualitative case studies, the author uses a “longitudinal interactional histories approach” (LIHA) to explore literacy events in which the young people participated over time, telling the stories behind texts they created in order to better understand opportunities for bilingual and biliterate development available inside and outside of formal schooling. The book begins with an overview and exploration of theories and research underpinning the project, with a focus on countering ...
Teaching Culturally and Linguistically Relevant Social Studies for Emergent Bilingual and Multilingual Youth
Through research, storytelling, curriculum development, and pedagogy, this book will help educators engage emergent bilingual and multilingual (EBML) students with social studies and citizenship education. Chapters are written by well-known and new scholars who are enacting teaching and research that center the needs, interests, and experiences of EBML youth. Drawing from multiple, intersecting, and interdisciplinary frameworks that focus on culture and language, chapters highlight social studies in varying disciplinary and nondisciplinary spaces (e.g., community, geography, family, civics, history) both inside and outside the classroom. Examples of frameworks include culturally relevant and...
Handbook of Research on Advancing Language Equity Practices With Immigrant Communities
Research on linguistically and culturally sustaining education has recently placed increased attention on the need to rethink the field by promoting more equitable linguistic pedagogical opportunities for all students, including immigrant and newcomer youth. It has been evident for some time that immigration patterns around the globe have been increasingly shifting, posing a new challenge to educators. As a result, there is a gap in the literature that is meant to address educational practices for immigrant communities comprehensively. The Handbook of Research on Advancing Language Equity Practices With Immigrant Communities is a critical scholarly book that explores issues of linguistic and educational equity with immigrant communities around the globe in an effort to improve the teaching and learning of immigrant communities. Featuring a wide range of topics such as higher education, instructional design, and language learning, this book is ideal for academicians, teachers, administrators, instructional designers, curriculum developers, researchers, and students in the fields of linguistics, anthropology, sociology, educational policy, and discourse analysis.
Amplifying the Curriculum
This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. Th...
Supporting Children’s Well-Being During Early Childhood Transition to School
Life transitions differ concerning the intensity of the change and the intensity of the child’s reaction to that change. For most children, the first and most significant transition is from the family home to an institution of early care and education, which includes preschool. These transitions can also include children's passage from kindergarten to elementary school. However, the intensity of the child's reaction is related to the size of the change that is happening and also to who or what is involved in that change and the importance a child attributes to that someone or something. Supporting Children’s Well-Being During Early Childhood Transition to School is an essential scholarly...
Envisioning TESOL through a Translanguaging Lens
To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens. The chapters offer complex global perspectives – with contributions from five continents – to open critical conversations on how to conceptualize and implement translanguaging in teacher education and classrooms of various contexts. The researchers exhibit a shared commitment to transforming TESOL profession that values teachers’ and learners’ full linguistic repertoires. This volume should prove a valuable resource for students, teachers, and researchers interested in English teaching and learning, applied linguistics, second language acquisition, and social justice.
Argumentative Writing in a Second Language
Argumentative Writing in a Second Language is a collection on teaching argumentative writing, offering multiple vantage points drawn from the contributors' own teaching and research experiences. The value of learning how to compose argumentative texts cannot be overstated, and yet, very little attention has been allocated to the equally important topic of how argumentation is or can be taught in the L2 context. Thus, this volume shifts attention to teachers and argumentative writing instruction, especially within increasingly common multimodal and digital literacy settings. While doing so, it provides a comprehensive, wide-ranging view of the L2 argumentative writing landscape within an instructional lens. Part I of the volume is topic-oriented and focuses on explorations of important issues and perspectives, while Part II features several chapters reporting classroom-based studies of a variety of instructional approaches that expand our understanding of how argumentative writing can be taught. The book will be of value to pre-service and in-service teachers in varying instructional contexts, as well as teacher educators and L2 writing scholars/researchers.
Effective Educational Programs, Practices, and Policies for English Learners
The central issue of this volume is how to meet the linguistic and academic needs of the increasing numbers of English learners (ELs). At the center of educational turns is the role of school professionals in this Common Core Standards era. Teacher education programs and professional development, or pre-service and in-service programs for teachers of ELs, are currently being reframed to reflect the new demands placed on all teachers in light of the new standards. The expectation is that ELs can learn, and their teachers possess the expertise to teach, both discipline content and academic English at the same time. The large numbers of ELs across the country have created a wide gap between wha...
