Developing Translanguaging Repertoires in Critical Teacher Education

This Volume Explores The Emergent Process Of Developing Translanguaging Repertoires Among Teacher Educators, Pre- And In-service Teachers In Different U.s. Teacher Education Contexts. Its Empirically Based Chapters Adopt Various Qualitative Methods To Unpack The Opportunities And Challenges And Provide Implications For Critical Teacher Education. It Will Be Of Interest To Researchers And Teachers In Bilingual Education, Tesol And Social Justice. Frontmatter -- Note From The Series Editor -- Preface -- Foreword: Re-seeing Translanguaging In Teacher Education And Research -- Contents -- Introduction -- Chapter 1 “a Veces Encuentro Más Palabras En Español”: Taking A Stance Towards Translanguaging As A Socially Just Pedagogy For Bilingual Teacher Preparation -- Chapter 2 Listening To Culturally Grounded Translingual Dispositions In Teacher Education -- Chapter 3 Learning From Latinx Pre-service Teachers’ Understandings Of Their Linguistic Repertoires -- Chapter 4 “if You Want To Be Taken Seriously, You Have To Speak Like A White Person”: Tesol Graduate Students’ Grappling With Translanguaging-as-social Justice Stance -- Chapter 5 Starting With The Teachers: Pursuing Paradigmatic Shift Through The Development Of Teachers’ Translanguaging Repertoires -- Chapter 6 Building Bilingual Teachers’ Translanguaging Repertoires In A New Immigrant Destination State -- Chapter 7 A Teacher’s Perspective Of Translanguaging Corrientes: Contextualizing Power And Control In The Translanguaging Stance -- Afterword -- Index Ed. By Zhongfeng Tian, Nicole King. Issued Also In Print. Mode Of Access: Internet Via World Wide Web. In English.