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Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education

Principles, Policies and Practices

«An example of carefully, collaboratively conducted critical research, this book is realistic as well as encouraging, precise as well as broad, situated as well as expansive, and formulated into an accessible, yet deeply intellectual narrative that is poised to move our field toward truly disrupting the inequitable, racist, and linguistic status quo. A must-read for every current and future teacher educator.»

Kara Mitchell Viesca, University of Nebraska Lincoln, USA
1994,-
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Detaljer

Forlag
Multilingual Matters
Innbinding
Innbundet
Språk
Engelsk
ISBN
9781800414143
Utgivelsesår
2023
Format
23 x 16 cm

Anmeldelser

«An example of carefully, collaboratively conducted critical research, this book is realistic as well as encouraging, precise as well as broad, situated as well as expansive, and formulated into an accessible, yet deeply intellectual narrative that is poised to move our field toward truly disrupting the inequitable, racist, and linguistic status quo. A must-read for every current and future teacher educator.»

Kara Mitchell Viesca, University of Nebraska Lincoln, USA

«Based on an extensive empirical study in Ontario, Canada, this impressive work provides sound insights into how racial structures inscribed in official language policies are reflected in teacher education. The conclusion for practicians to counter racism by putting multilingual learners and their experiences with language and learning right at the center of pedagogic moves is most convincing.»

Yasemin Karakaşoğlu, University of Bremen, Germany

«

[This book] not only contributes to the growing body of research advocating for inclusive educational environments and positive discourse for MLs but also equips readers with practical strategies tailored to their different contexts. The book’s comprehensive analysis provides a profound understanding of how raciolinguistic ideologies have taken shape, underpinned by policies and societal norms that perpetuate whiteness as the standard in teacher education. The book emerges as a foundational critique against the prevailing educational norms by weaving together extensive data and incisive criticism [...] It urges educators, policymakers, and academics to collectively counter raciolinguistic ideologies and valorize the diverse linguistic assets that MLs contribute to the educational landscape.

»

Gengqi Xiao, University of Pennsylvania, Philadelphia, USA, Language and Education, 2024

«This book provides an essential and timely contribution to the field of multilingual teacher education. Drawing on the concept of raciolinguicized subjectivities and situated within the sociopolitical and policy shifts of Ontario, Canada, this study of a teacher education program has much to offer to researchers and teacher educators.»

Manka Varghese, University of Washington, USA

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