Developing Translanguaging Repertoires in Critical Teacher Education /

Developing Translanguaging Repertoires in Critical Teacher Education / / ed. by Zhongfeng Tian, Nicole King.

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 prov...

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Bibliographic Details
Superior document:Title is part of eBook package: De Gruyter DG Plus DeG Package 2023 Part 1
MitwirkendeR:
Ceballos-Zapata, Abraham,
Choi, Woongsik,
Fallas-Escobar, Christian,
Hadjioannou, Xenia,
Henderson, Kathryn I.,
Khote, Nihal,
Kim, Sharon,
King, Nicole,
Li, Haiyan,
Lindahl, Kristen,
Morita-Mullaney, Trish,
Musanti, Sandra I.,
Pontier, Ryan W.,
Sayer, Peter,
Tian, Zhongfeng,
Wright, Wayne E.,
HerausgeberIn:
King, Nicole,
Tian, Zhongfeng,
Place / Publishing House:Berlin ;, Boston : : De Gruyter Mouton, , [2023]
©2023
Year of Publication:2023
Language:English
Series:Critical Approaches in Applied Linguistics [CRITAL] , 1
Online Access:
Physical Description:1 online resource (XVI, 176 p.)
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Table of Contents:
  • 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

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