Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education

Principles, Policies and Practices

Jennifer Burton author Jeff Bale author Shakina Rajendram author Katie Brubacher author Mama Adobea Nii Owoo author Wales Wong author Yiran Zhang author Elizabeth Jean Larson author

Format:Hardback

Publisher:Multilingual Matters

Published:12th Sep '23

£109.95

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Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education cover

Focuses on one of the most current and significant topics in teacher education: the need to support increasingly diverse student populations in schools

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.

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.

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 *

ISBN: 9781800414143

Dimensions: 234mm x 156mm x 19mm

Weight: 570g

280 pages