This casebook is designed to broaden L2 teacher knowledge, thinking, and practice with regard to making language and learning accessible to all students. Language teachers are especially accountable for promoting socially just, inclusive, decolonizing, and multicultural pedagogical practices and curricula; at this critical juncture in history, this book is intended to raise language teachers’ awareness of the importance of critically examining and reflecting on the intersectionality of language education and inclusive pedagogical practices. Language teacher educators can use this text in their courses and workshops to build on and extend theoretical foundations, while making critical practical connections. The 12 cases presented here cover a range of inclusive language teaching and learning issues that practitioners are likely to face in their respective teaching contexts. All the cases are based on real-life dilemmas faced by practitioners in the field and have been informed by discussions with pre-service and in-service student teachers. The cases represent a range of classroom contexts: K–12 ESL/sheltered English immersion, world language, and post-secondary EAP; private, charter, and public schools; and urban and suburban settings. The cases are accompanied by pre- and post-problem sets and in-class discussion questions. This volume applies the case-based pedagogy often used in some fields to that of second language teacher education to encourage pre- and in-service teachers to grapple with the types of dilemmas and decisions teachers confront every day. The cases here are not intended as exemplars of practice to be emulated or illustrations of existing theories; instead, they are problem-based narratives that resist clear-cut answers or solutions and remain open ended to stimulate further investigation and reflection. The goal is to mimic the complexity of the classroom where teachers confront a range of pedagogical and learning challenges, and the ensuing experience requires critical, real-time decisions that demand keen professional discernment.

Authentic practice for promoting equitable learning environments for all students

This volume offers a series of actual dilemmas within language classrooms that are designed to promote reflection and discussion. It applies the case-based pedagogy often used in business and other fields to that of second language teacher education to encourage pre- and in-service teachers to grapple with the types of dilemmas and decisions teachers confront every day. Case-based pedagogy resists simple resolutions and easy answers; the activities that precede and follow each case are designed to stimulate analysis and discussion and allow users to draw on theoretical foundations while making critical practical connections. The cases represent a range of classroom contexts: K–12 ESL/sheltered English immersion, modern foreign language, and post-secondary EAP; private, charter, and public schools; and urban and suburban settings. The book is ideally suited to College/School of Education and MA TESOL courses but will also be useful in professional development workshops for all types of language teachers.

Prepares teachers for inclusive education by providing readings & teaching cases on this topic. A companion volume provides teacher educators with a general intro to case pedagogies & teaching notes that correspond to the cases in this book.

Accompanies INCLUSIVE EDUCATION: A CASEBOOK & READINGS FOR PROSPECTIVE & PRACTICING TEACHERS. Part I of this bk provides an intro to case pedagogies & describes inclusive educ; Part II provides teaching notes corresponding to cases in INCLUSIVE EDUCATION

Brings together research, theory, and best practices from a variety of second language teacher education contexts to generate meaningful dialogue among teacher educators across languages, levels, settings, and geographic and second language contexts.

This volume identifies resources, models, and specific practices for improving teacher preparation for work with second language learners. It shows how faculty positioned themselves to learn from resources, experts, preservice teachers, their own practice, and each other. The teacher education professionals leverage their experience to offer theoretical and practical insights regarding how other faculty could develop their own knowledge, improve their courses, and understand their influence on the preservice teachers they serve. The book addresses challenges others are likely to experience while improving teacher preparation, including preservice teacher resistance, the challenge of adding to already-packed courses, the difficulty of recruiting and retaining busy faculty members, and the question of how to best frame the larger issues. The authors also address options for integrating the work of improving teacher preparation for linguistic diversity into a variety of different teacher education program designs. Finally, the book demonstrates a data-driven approach that makes this work consistent with many institutions’ mandate to produce research and to collect evidence supporting accreditation.