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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.

Multilingual education. --- Reflective teaching. --- Education --- Multilingualism --- Teaching --- Teachers --- Self-rating of --- Ensenyament multilingüe --- Ensenyament reflexiu --- Educació reflexiva --- Pedagogia reflexiva --- Ensenyament --- Autoavaluació --- Participació dels estudiants en els centres docents --- Educació multilingüe --- Educació trilingüe --- Ensenyament trilingüe --- Llengua d'ensenyament --- Multilingüisme --- Educació intercultural --- Language and languages --- Social structure. --- Equality. --- Linguistics --- Teaching and Teacher Education. --- Language Education. --- Social Structure. --- Research Methods in Language and Linguistics. --- Training of. --- Study and teaching. --- Methodology. --- Egalitarianism --- Inequality --- Social equality --- Social inequality --- Political science --- Sociology --- Democracy --- Liberty --- Organization, Social --- Social organization --- Anthropology --- Social institutions --- Language and languages Study and teaching --- Study and teaching --- Language and education --- Language schools --- Teacher education --- Teacher training --- Teachers, Training of

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

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.

Science --- Sociology --- Teacher education. Teacher's profession --- Didactics of languages --- Comparative linguistics --- sociologie --- onderzoeksmethoden --- talenonderwijs --- linguïstiek --- lerarenopleiding --- lesgeven