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Criticality, Dialogism, and Advocacy in Online Teacher Education: Exploring Avenues and Intersections Toward Equitable Futures
Wed, April 8, 1:45 to 3:15pm PDT (1:45 to 3:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: 2nd Floor, Platinum CSession Type: Symposium
Abstract
This symposium brings together five papers exploring intersections of criticality, dialogism, and advocacy in online language teacher education. As online programs expand, teacher educators face the challenge of designing learning environments that support future teachers’ development of critical, equity-oriented perspectives and advocacy readiness, particularly given the deeply divided social and political terrain shaping multilingual students’ educational experiences. The papers offer empirical contributions to understanding how dialogic and critical orientations prepare preservice and inservice teachers to shift beliefs about bilingualism, advocate for students’ language rights, and develop intercultural competence through telecollaboration, contributing to imagining new futures for language education situated in critical understandings regarding the dialogic nature of teacher learning, and oriented toward developing their readiness to enact thoughtful change.
Sub Unit
Chairs
Papers
Leveraging Critical Dialogic Education to Support Preservice Teachers’ Developing Advocacy Orientations through Online Asynchronous Discussions - Amber N. Warren, Vanderbilt University; Fares J. Karam, University of Nevada - Reno
Dialogic Pedagogies in Digital Spaces: Online Coursework and Coaching for Advocacy in Dual-Language Bilingual Education - Santiago Parra Giraldo, Purdue University; Ofelia Castro Schepers, Purdue University; Jennifer Renn, Purdue University
Critical Dialogue in Roleplays with Administrators: What Teachers Learned - Elena Andrei, Cleveland State University; April S. Salerno, University of Virginia
Fostering Educators’ Criticality and Advocacy for Multilingual Students Through Dialogic Online Discussions - Sora Suh, Fairleigh Dickinson University; Catherine Michener, Rowan University
COIL as a Dialogic Third Space: Preparing Interculturally Competent and Critically Reflective Language Educators - Yue Bian, University of Washington - Bothell; Ruiling Feng, Tianjin Normal University; Guofang Li, University of British Columbia