Re-Designing Teacher Education for Culturally and Linguistically Diverse Students

A Critical-Ecological Approach

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Bilingual Education, Teaching
Cover of the book Re-Designing Teacher Education for Culturally and Linguistically Diverse Students by , Taylor and Francis
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Author: ISBN: 9781315440460
Publisher: Taylor and Francis Publication: December 8, 2016
Imprint: Routledge Language: English
Author:
ISBN: 9781315440460
Publisher: Taylor and Francis
Publication: December 8, 2016
Imprint: Routledge
Language: English

Through a critical-ecological lens, this book examines how to prepare preservice teachers to be resourceful and responsive practitioners in addressing the intellectual needs of children often labeled as "culturally and linguistically diverse." It explores a comprehensive re-design of a teacher education program grounded in research on the complex factors that affect the teaching and learning of linguistically and culturally diverse children. Re-Designing Teacher Education for Culturally and Linguistically Diverse Students challenges hegemonic cultural and linguistic norms, quantitative and static views of "resources," the impact of U.S. education policy, and the limited attention to the agency, identities, and strategic actions of diverse students and their families.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Through a critical-ecological lens, this book examines how to prepare preservice teachers to be resourceful and responsive practitioners in addressing the intellectual needs of children often labeled as "culturally and linguistically diverse." It explores a comprehensive re-design of a teacher education program grounded in research on the complex factors that affect the teaching and learning of linguistically and culturally diverse children. Re-Designing Teacher Education for Culturally and Linguistically Diverse Students challenges hegemonic cultural and linguistic norms, quantitative and static views of "resources," the impact of U.S. education policy, and the limited attention to the agency, identities, and strategic actions of diverse students and their families.

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