Redefining Teaching Competence through Immersive Programs: Practices for Culturally Sustaining Classrooms

Description

This edited book examines how teacher education utilises international immersion and field teaching (or service-learning) experience to develop teachers’ global, multilingual and intercultural competencies, in preparation for entering today’s culturally and linguistically diverse classrooms. Through a series of theory-based case studies, the authors demonstrate how teachers’ awareness of social inequities and responsive actions, the ability to bridge one’s own and others’ perspectives, and understanding of key principles of second language learning are pedagogical concepts and skills that become ever more essential across all mainstream K-12 educational contexts. The chapters bring together the voices of teacher educators, intercultural learning theorists and pre- and in-service teachers to identify threads of practice and theory that can be applied within teacher education more broadly. This book will be of interest to academics, instructors and graduate students in the fields of teacher education, language learning, intercultural communication and social justice education. Front Matter ....Pages i-xvii Cultural/Linguistic Immersion in Teacher Preparation for Emergent Bilingual Learners: Defining a New Space for Asset-Based Pedagogies (Elizabeth Smolcic, Daniela Martin)....Pages 1-36 “Nested Interculturality”: Dispositions and Practices for Navigating Tensions in Immersion Experiences (Netta Avineri)....Pages 37-64 Decolonizing Teacher Education in Immersion Contexts: Working with Space, Place and Boundaries (Fatima Pirbhai-Illich, Fran Martin)....Pages 65-93 Ontario’s K-12 International Education Strategy: Policy Impacts on Teacher Education for International, Intercultural and Multilingual Sensibilities (Roopa Desai Trilokekar, Amira El Masri)....Pages 95-126 Language and (Inter)Cultural Learning: Supporting Language Teacher Candidates’ Development of Interculturality During Study Abroad (Michelle L. Pasterick)....Pages 127-153 “Maybe What We’ve Done Here in Antigua Is Just the Thing to Combat Global Inequity”: Developing Teachers for Linguistically Diverse Classrooms Through Study Abroad (Enrique David Degollado, Deborah Palmer, Luis Urrieta Jr., Julia Menard-Warwick, Eric Ruiz Bybee, Shannon Kehoe)....Pages 155-182 Teachers Navigating Cultural and Linguistic Differences: Building Empathy Through Participation in Immersive Experience (Courtney Wood, Adam Virzi)....Pages 183-206 Decolonizing Identities of Teachers of Color Through Study Abroad: Dreaming Beyond Assumptions, Toward Embracing Transnational Ways of Knowing (Sue Kasun, Ethan Tinh Trinh, Brittney Caldwell)....Pages 207-233 Promoting Sustainability Literacy Through Immersion Abroad Experiences for Teachers (John Katunich)....Pages 235-257 Immersion in ‘Othered’ Spaces for Teacher Preparation: Encountering Different Knowledges (Pauli Badenhorst)....Pages 259-288 Voices Together: Perspectives from the Host and Sojourner Communities (Eleanor Leggett Sweeney, Sharon S. Childs, Ana Loja Criollo, Yolanda Loja Criollo)....Pages 289-313 Back Matter ....Pages 315-321