Critical Dialogic TESOL Teacher Education: Preparing Future Advocates and Supporters of Multilingual Learners
Fares J. Karam · Amanda K. Kibler
maj 2024. · Bloomsbury Publishing
E-knjiga
280
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O ovoj e-knjizi
This edited volume showcases how teacher educators around the world engage with critical and dialogic approaches to prepare TESOL professionals.
Language teachers are at the forefront of supporting the academic and social needs of increasingly ethnically and linguistically diverse student populations around the globe, and preparing critical and dialogic TESOL teachers with social justice orientations is essential to helping language learners fulfil their academic and linguistic potential. Although more experienced TESOL teachers may be able to agentively implement critical and dialogic approaches to instruction, we know little about what TESOL teacher educators do to help train and prepare language teachers who can do exactly that. In this volume, TESOL educators from various contexts share their experiences on how they engage with critical and dialogic approaches to reimagine TESOL teacher education. Chapter authors engage with different aspects of critical and dialogic approaches to present their visions for reimagining curricula, pedagogies, online spaces, and the roles of students, teachers, and teacher educators.
Language teachers are at the forefront of supporting the academic and social needs of increasingly ethnically and linguistically diverse student populations around the globe, and preparing critical and dialogic TESOL teachers with social justice orientations is essential to helping language learners fulfil their academic and linguistic potential. Although more experienced TESOL teachers may be able to agentively implement critical and dialogic approaches to instruction, we know little about what TESOL teacher educators do to help train and prepare language teachers who can do exactly that. In this volume, TESOL educators from various contexts share their experiences on how they engage with critical and dialogic approaches to reimagine TESOL teacher education. Chapter authors engage with different aspects of critical and dialogic approaches to present their visions for reimagining curricula, pedagogies, online spaces, and the roles of students, teachers, and teacher educators.
O autoru
Fares J. Karam is Associate Professor of TESOL at the University of Nevada, Reno, USA.
Amanda K. Kibler is Professor in the College of Education at Oregon State University, USA.
Amanda K. Kibler is Professor in the College of Education at Oregon State University, USA.
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