Critical Language Pedagogy for Preparing Teachers of Multilingual Learners

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Abstract

The paper shares reflections on a decade of theory-practice work in language pedagogy courses in a teacher preparation program in a state Predominantly White Institution. Findings show how critical language pedagogy supports pre-service teachers in addressing issues of language, culture and equity in curriculum and instruction for multilingual learners.

Authors

• Andrew Habana Hafner, Westfield State University

• Floris Wilma Ortiz, Westfield State University