Leveraging Core Practices to Transform Pedagogies of Multilingual Learners Teacher Education: A Collaborative Self-Study

• In Event: Preparing Equity-Minded Teachers for Multilingual Learners: Practices Across Contexts

Abstract

In the last decade, applied linguistics has produced important conceptual research related to humanizing pedagogy (HP), but this scholarship has yet to be translated to substantive pedagogical action for language teacher education (LTE). This gap has meant that attention to equity and justice is not yet deeply woven into the pedagogies of LTE, for teachers or teacher educators. An important site for developing teachers’ HP is the MLL methods course, but teacher educators need more support to develop the pedagogies of teacher education that foster teachers’ HP in these courses. Using collaborative self-study, we examine how we leveraged core practices for teaching MLLs to begin to transform our methods courses, and discuss how our findings might inform more humanizing LTE.

Authors

• Megan Madigan Peercy, University of Maryland

• Jessica B Crawford, University of Maryland

• Melanie F. Hardy-Skeberdis, University of Maryland