Centering multilingual learners and countering raciolinguistic ideologies in teacher education : principles, policies and practices

"This book details a study of teacher education programs that prepare teachers to work with multilingual learners. The book examines how racism and linguicism shape the conditions under which teacher candidates learn how to teach, and offers guiding principles and a suite of teacher education practices to disrupt the interplay of language and race"-- Provided by publisher This book details a three-year, multi-stranded study of teacher education programs that prepare future teachers to work with multilingual learners. The book examines how racism and linguicism collaborate to shape the conditions under which teacher candidates learn how to teach. The analysis traces dynamic shifts in thinking and practice as participants reflected on their personal, professional and academic experiences in relation to formal curriculum and assessment policies to interpret what it means to work with multilingual learners in the classroom. The book offers guiding principles – above all, learning from multilingual learners, not only about them – and presents a suite of teacher-education practices to disrupt the interplay of language and race that so deeply shapes teacher-candidate learning about multilingual learners. Contents Figures and Tables Acronyms Acknowledgments About the Authors 1 Contradictions of Stability and Change 2 The Research Design and the People Behind It 3 Framing the Study 4 Who are Multilingual Learners in Ontario Imagined to Be? 5 Preparing Teacher Candidates to Support Multilingual Learners: Insights from the Field 6 STEPing into Deficit Thinking 7 (Un)Learning Translanguaging Pedagogies 8 Practices and Principles of Change Appendix: Overview of the PeCK-LIT Test and Additional Analyses References Index