Critical Dialogic TESOL Teacher Education: Preparing Future Advocates and Supporters of Multilingual Learners(Critical Approaches and Innovations in Language Teacher Education)

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.

Table of Contents:
List of Figures List of Tables List of Contributors Series Editor Foreword Acknowledgements Introduction: A Vision for Critical Dialogic Education within the Context of TESOL Teacher Education, Fares J. Karam (University of Nevada, USA) and Amanda K. Kibler (Oregon State University, USA) Part I: Reimagining Curricula and Pedagogies to Prepare Dialogic and Critical Tesol Professionals 1. The Role of Curriculum in the Development of Teacher Expertise to Enact Critical Dialogic Education, Aída Walqui (WestEd, USA) 2. Sustaining a Holistic Stance or not?: Language and Language Pedagogies In Teacher Education, Laura D. Turner and María E. Fránquiz (University of Texas at Austin, USA) 3. Cultivating Pre-Service Language Teachers’ Critical Multilingual Language Awareness: A Macau Perspective, Rui Eric Yuan, Kailun Wang, and Jiahui Li (University of Macau, China) Part 1 Commentary: How Critical Dialogic Education Can Contribute to Equity-Oriented Pedagogy and Curriculum, Megan Madigan Peercy (University of Maryland, USA) Part II: Reimagining the Roles of Teacher Candidates and Teacher Educators 4. “I Just Really Want to Focus on Expressing How Valuable Each Student Is”: Impact of Collaborative Exploration of Problems of Practice on Teachers' Visions of Critical Dialogic Education, Heather M. Meston and Emily Phillips Galloway (Vanderbilt University, USA) 5. Critical Reflections on Dialogic Education and Practice: A Duoethnographic Approach by Teacher Educators, Naashia Mohamed, Christine Biebricher, and Rosemary Erlam (The University of Auckland, New Zealand) 6. Towards More Inclusive Classroom Practices in the Turkish EFL Contexts: A Case Study on the Integration of Critical and Dialogic Approaches to Field Placement, Ayse Kizildag (Aksaray University, Turkey) and Isil Günseli Kaçar (Middle East Technical University, Turkey) Part 2 Commentary: Reimagining the Roles of Teacher Candidates and Teacher Educators: How Identities, Voices, and Power Are Taught and Learned, Camille Ungco and Manka Varghese (University of Washington, USA) Part III: Reimagining Online TESOL Teacher Education: Creating Dialogic and Critical Online Spaces 7. Creating a Dialogic Online Space for Preparing Critically Reflective TESOL Professionals: A Self-Study, Guofang Li (University of British Columbia, Canada) and Yue Bian (University of Washington, Bothell, USA) 8. Interrogating Raciolinguistic Ideologies through Role-Play: A Critical Dialogic Approach, Fares J. Karam (University of Nevada, Reno; USA) and Amanda K. Kibler (Oregon State University, USA) Part 3 Commentary: Reimagining Online TESOL Teacher Education: Creating Dialogic and Critical Online Spaces, Yasemin Tezgiden-Cakcak (Middle East Technical University) Conclusion: Towards A Future CDE Research Agenda, Amanda K. Kibler (Oregon State University, USA) and Fares J. Karam (University of Nevada, Reno; USA) Index