Preparing Teachers to Foster Multilingual Learners’ Ideas: Language and Pedagogy in Pre-service Teacher Education

• In Event: Reimagining the Future of Bilingual Teacher Education: Community and Field Visions, Policies, Pedagogies, and Praxis

Abstract

This chapter is based on the premise that one of the primary goals of education for multilingual learners should be the provision of ample opportunities for young people to share, encounter, consider, discuss, debate, and present ideas. Drawing on selective examples from the literature and our own experience as teacher educators, we discuss specific initiatives and activities that allow pre-service teacher educators and teacher education programs to (a) unpack and challenge restrictive language ideologies and introduce alternatives views of language to teacher candidates and (b) offer specific pedagogical principles, approaches, and methods that can guide their efforts in PK-12 classrooms to enact these more equitable and expansive views of language in their future classrooms.

Authors

• George C. Bunch, University of California - Santa Cruz

• Benjamin M. James, University of Delaware