Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms
A Vade Mecum for Teacher Educators
Bibliographic Data
| ID | 23318136 |
|---|---|
| Authors | Christian Faltis (0000-0002-1850-0754), Christian J Faltis (0000-0002-1486-231X), Guadalupe Valdes (0000-0003-1373-6802) |
| Year | 2016 |
| Pages | 549-592 |
| Publication date | 2016-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | CHAPTER |
| Venue | Handbook of Research on Teaching (SOURCE_BOOK) |
| Publisher | American Educational Research Association (PUBLISHER) |
| DOI | 10.3102/978-0-935302-48-6_8 |
| OpenAlex | W2536628919 |
| ISBN | 9780935302486 |
| Language | EN |
| Citations received | 62 |
Teachers’ Perceptions of Heritage Language Learners
Fostering an ecological synergy of learning-research-practice with pre-service Languages Other Than English teachers in China
Strengthening the research-practice nexus in teacher education for multilingual children through translanguaging pedagogy
Implicaciones educativas y sociales del Aprendizaje-Servicio con métodos mixtos a través de un meta-análisis
General Education Teacher Educators and English Language Learner Teacher Preparation
Systematic review of professional development of teachers of multilingual learners in the mathematics classroom
Equity Leadership for English Learners During Covid-19
English language and pedagogical competency of prospective English teachers
Dismantling Persistent Deficit Narratives About the Language and Literacy of Culturally and Linguistically Minoritized Children and Youth
Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research
Multilingual Implications for Reading Prosody Assessment
Advancing Racial Equity in Extended Clinical Practice
Monolingual Language Ideologies and the Massachusetts Sheltered English Immersion Endorsement Initiative
Complexity and Transformative Learning
Teaching Culturally and Linguistically Diverse Learners
Pseudo-compliance or convergence
Critical Sociocultural Coaching
Praxis crisis and the trouble with science teacher education for emergent bilingual learners
Teachers’ Beliefs About Language Diversity and Multilingual Learners
Integrating Content and Language Instruction for Multilingual Learners
Aligning Pre-Service and In-Service Teacher Professional Development to Support Multilingual Learners of English in Elementary Schools
Preparing preservice teachers to teach science to english learners
Development of linguistic critical consciousness of multilingual preservice teachers of color
Teacher educators’ critical language awareness
Change in preservice teacher beliefs about inclusion, responsibility, and culturally responsive pedagogy for English learners
Beyond the “Core” curriculum
Examining ESL and bilingual teachers’ agency after NCLB
Bridging the knowledge gap
I don’t think that’s really their wheelhouse’
Head Start educators’ beliefs about bilingualism, dual language development, and bilingual education
I wasn’t trained for ELD”
The sociopolitical struggle and promise of bilingual teacher education
Perceptions of linguistically responsive teaching in teacher candidates/novice teachers
Where the true power resides”
All Over the Map
Is supporting the needs of emergent bilingual learners in mainstream classes a cultural or linguistic issue? How do policy, curricula, and secondary teacher education programmes in Australia and New Zealand compare
Preparing teacher candidates for bilingual practices
Developing as an agentive bilingual teacher
Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-Cieml)
Preparing Pre-Service Content Area Teachers Through Translanguaging
But You Are Changing Everything I know!’ Teachers’ Views of Pedagogical Change
I still think that standard English is important”
Bilingual teacher candidates as policy appropriators in a previously anti-bilingual state
The Sociohistorical Evolution of the Language of Culturally-Based Pedagogy and its Impact on Teacher Education
Locked in Sequence and Stuck on Skills in a College-for-All Culture for Urban Latinx Youth
Critically Examining Practice‐Based Teacher Education for Teachers of Language Minoritized Youth
English Medium Instruction, English‐Enhanced Instruction, or English without Instruction
Beyond the “Core”
Content‐Area Teachers’ Appropriation of Language Development Practices During Professional Learning
Effective Teachers of Multilingual Learners
Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students
Two‐way immersion teacher preparation
Teacher candidates’ language beliefs and their self-efficacy to teach emergent bilinguals
Calling for a Humanizing Turn in Language Teacher Education
Building Educational Technologies for Code-Switching
Centering Equity for Multilingual Learners in Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)
It's Not Really My Job
Preparing Critically Conscious Dual-Language Teachers
Factors Associated With Novice General Education Teachers' Preparedness to Work With Multilingual Learners
Missed Opportunity
Exploring Linguistic Diversity From the Inside Out
We Sort of Dance Around the Race Thing
| Unique citing works | 62 |
|---|---|
| Citations per year | 6,89 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 58 |