Questo prodotto usufruisce delle SPEDIZIONI GRATIS
selezionando l'opzione Corriere Veloce in fase di ordine.
Pagabile anche con Carta della cultura giovani e del merito, 18App Bonus Cultura e Carta del Docente
Multilingual learners (MLs) students spend most of their school time with their teachers, who often feel professionally unprepared to meet their linguistically diverse students' needs. As such, preparing teachers for increasing numbers of multilingual learners (MLs) has become a critical factor in promoting equity and success for all students in our global society. This book explores and highlights the reflective narratives of teacher educators, in-service, and preservice teachers. It shows how these narratives are grounded in their personal lives, professional training, and daily teaching, and how they can unfold the complexities in their various experiences and the rich implications for MLs teaching and teacher preparation. The book presents papers that utilize teachers' reflective narratives to prepare and train teachers who are or will be working with MLs. It discusses the challenges and implications of teaching groups of MLs made up of diverse learners, including immigrants, refugees, and learners with disabilities.
'This book seeks to change the narrative of some of our most vulnerable student populations by giving voice to the experiences, challenges, success, and best practices encountered in the international education landscape. The power contained within each chapter is the systematic and intentional reflections that bring the marginalized stories to the center of the discussion. Anyone seeking an understanding of how reflective narrative can build equity and social justice for multilingual learners will appreciate the breadth of experience described. This understanding is critical for culturally and linguistically diverse teaching and learning.' Jordan González, Ph.D., St. John's University, NY
Introduction
Huili Hong, Towson University
Patricia Rice Doran, Towson University
Chapter 1
Tales of Diversity within Diversity: Urban Educators’ Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times
Guofang Li, University of British ColumbiaChapter 2
Preparing Teachers for Young and Adolescent Multilingual Learners: The Use of Reflective Narratives
Huili Hong, Towson University
Karin Keith, East Tennessee State University
Renee Moran, East Tennessee State University
Chapter 3
Reflective Narratives on Problem-Solving Strategies to Address English Language Learner
Needs in a Teaching Abroad Context
Vanessa Manalo, Massey University Albany Campus
Chapter 4
Tales of Diversity within Diversity: Urban Educators’ Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times
Gregory Knollman, Towson UniversityKandace M. Hoppin, Towson University
Patricia Rice Doran, Towson UniversityChapter 5
Internationalizing Literacy Coursework: Igniting Preservice Teachers’ Inquiry about Self, Diverse Learners and the World
Natalia Ward, East Tennessee State University
Karin Keith, East Tennessee State University
Renee Moran, East Tennessee State UniversityShulin Yang, East Tennessee State University
Chapter 6
A Retrospective View of the Developmental Trajectory of English as a Discipline in China
Ning Yizhong, Shenzhen University
Chapter 7
Reflections from the Margins: Learning and Teaching Among Linguistically and Culturally Diverse Learners
Stephen Mogge, Towson University
Conclusion
Patricia Rice Doran, Towson University
Huili Hong, Towson University
Dr. Huili Hong is an associate professor in the Department of Elementary Education at Towson University. Her research interests include literacy studies focusing on teacher education, children's language and literacy processes, interdisciplinary literacy studies, and multilingual learners. Dr. Hong's work has been published in the Journal of Early Childhood Literacy, International Journal of Early Childhood, Journal of Childhood Studies, Handbook of Early Childhood Literacy, Classroom Discourse, etc. She currently serves on the editorial board of Urban Education and as the co-chair of Area 8 Literacy Practices Literacy Learning and Practice in Multicultural & Multilingual Contexts of Literacy Research Association (U.S.A.), and the assistant coordinator of Reading, Writing & Literacy Strand of International Association of Teachers of English to the Speakers of Other Languages.
Patricia Rice Doran, Ed.D., is an Associate Professor of Special Education at Towson University. Her research interests include cultural and language diversity, preservice teacher preparation, professional development, and neurodevelopment and neurological disorders. At Towson, she is Principal Investigator for the EMPOWER project, a five-year teacher training initiative funded by the U.S. Department of Education's Office of English Language Acquisition. She also advises undergraduate students and teaches undergraduate and graduate courses in special education and language diversity. Dr. Rice Doran has published widely on topics related to supports for diverse learners and teacher professional development. Her most recent book, Supporting English Learners with Exceptional Needs, with Amy Noggle, Ph.D., was published in 2019 by TESOL International Press.
Il sito utilizza cookie ed altri strumenti di tracciamento che raccolgono informazioni dal dispositivo dell’utente. Oltre ai cookie tecnici ed analitici aggregati, strettamente necessari per il funzionamento di questo sito web, previo consenso dell’utente possono essere installati cookie di profilazione e marketing e cookie dei social media. Cliccando su “Accetto tutti i cookie” saranno attivate tutte le categorie di cookie. Per accettare solo deterninate categorie di cookie, cliccare invece su “Impostazioni cookie”. Chiudendo il banner o continuando a navigare saranno installati solo cookie tecnici. Per maggiori dettagli, consultare la Cookie Policy.