Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education

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 *
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] stands out as a unique and impactful contribution in the field as longitudinal research design and robust findings around disrupting deficit ideologies surrounding multilingual learners for years to come. I highly recommend this book as it is an essential read for researchers, teachers, teacher-educators, teacher-candidates, and administrators to begin considering alternatives for change “beyond reflection and toward concrete actions that challenge the collaboration of race/racism and language in shaping school life”.

* Curtis Green-Eneix,The Education University of Hong Kong, Journal of Education, Language, and Ideology, Volume 2, Issue 1, 2024 *