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Critical Inquiry in Language Studies Volume 15, 2018 - Issue 1
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Original Articles

“The Soccer Field, It Has Dirt”: A Critical Analysis of Teacher Learners in Contact With Emergent Multilingual Students

Theresa CatalanoDepartment of Teaching, Learning & Teacher Education, University of Nebraska–LincolnCorrespondence[email protected]
,
Jenelle R. ReevesDepartment of Teaching, Learning & Teacher Education, University of Nebraska–Lincoln
&
Stephanie WesselsDepartment of Teaching, Learning & Teacher Education, University of Nebraska–Lincoln
Pages 1-20 | Published online: 08 Jun 2017

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Ester de Jong & Jiameng Gao. (2023) Preparing teacher candidates for bilingual practices: toward a multilingual stance in mainstream teacher education. International Journal of Bilingual Education and Bilingualism 26:4, pages 472-482.
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Hakan Dursun, Orhan Agirdag & Ellen Claes. (2023) Unpacking preservice teachers’ beliefs about students’ home languages: what matters in initial teacher education?. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Joana Duarte & Mirjam Günther-van der Meij. (2022) ‘Just accept each other, while the rest of the world doesn’t’ –teachers’ reflections on multilingual education. Language and Education 36:5, pages 451-466.
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Qizhen Deng & H. Emily Hayden. (2021) How Preservice Teachers Begin to Develop Equitable Visions for Teaching Multilingual Learners. Peabody Journal of Education 96:4, pages 406-422.
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Hyesun Cho & Peter Johnson. (2020) Preservice teachers’ transformative learning through field experience with emergent bilinguals in a dual language school. Reflective Practice 21:6, pages 819-833.
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