In this volume, scholars, researchers, and teacher educators from across the United States present their latest findings regarding teacher education to develop meaningful learning experiences and meet the sociocultural, linguistic, and academic needs of Latino ELLs. The book documents how teacher education programs guide teachers to engage in culturally and linguistically diverse academic contexts and sheds light on the variety of research-based theoretical frameworks that inform teaching practices. A unique contribution to the field, Learning from Emergent Bilingual Latinx Learners in K-12 provides innovative approaches for linking Latino school communities with teachers at a time when demographic shifts are considerably altering population trends in the K-12 educational system.
PART I: Critical Bilingual Teaching 1.Critical Teacher Education: A Multi-Lens Framework for Transformation Pablo C. Ramírez, Christian J. Faltis, & Ester J. de Jong 2. Teacher Education and Latino Emergent Bilinguals: Knowledge, Dispositions, and Skills for Critically Conscious Pedagogy Cristina Alfaro, Karen Cadiero-Kaplan, & Alberto M. Ochoa 3. Exacerbating Inequities for Bilingual Teachers and Students Through the Enactment of the CCSS Kathy Escamilla, Susan Hopewell, & Sandra A. Butvilofsky 4. Conciencia con Compromiso: This Bridge Called My Classroom Linda Prieto PART II: Critical Conscious Teaching 5. The Preparation of Latin@ Teachers: A LatCrit Analysis of the Role of University Centers and Latin@ Teacher Development Magaly Lavandez and Anaida Colon Muniz 6. Humanization through Presence, Proximity and Problematizing Latina/o ELLs in Teacher Education Reynaldo Reyes 7. In search of the civic histories, identities, and experiences of Latina/o immigrant students Maria Franquiz and Cinthia S. Salinas PART III: Critical Bi/Multicultural Teaching 8. A Translanguaging Mathematical Space: Latina/o Teenagers using their Linguistic Repertoire Armando Garza 9. Yasmín’s Journey: Bilingual, Biliterate, Below Grade Level Jaclyn Hernandez 10. Exploring Computer Science for Bi/Multilingual Learners: A Case Study Using Ancestral Knowledge Systems as Border Pedagogy in an East Los Angeles High School Classroom Cueponcaxochitl D. Moreno Sandoval
The Routledge Research in Teacher Education series presents the latest research on Teacher Education and also provides a forum to discuss the latest practices and challenges in the field.
Please send inquiries or proposals for this series to one of the following:
Will Bateman: Will.Bateman@tandf.co.uk – Editor, UK and Rest of World
Elsbeth Wright: Elsbeth.Wright@tandf.co.uk – Editor, North & South America
Vilija Stephens: Vilija.Stephens@tandf.com.au – Editor, Australia & New Zealand
Katie Peace: Katie.Peace@informa.com – Publisher, Asia