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International Multilingual Research Journal Volume 18, 2024 - Issue 3: Reimagining Pre-service Teacher Education to Prepare Critically Conscious Teachers for Multilingual Classrooms

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Research Article

“The best way to get to know a student is to know their community”: fostering pre-service teachers’ critical multilingual language awareness through linguistic community walks

Lucía Cárdenas CurielDepartment of Teacher Education, Michigan State UniversityCorrespondence[email protected]

https://orcid.org/0000-0002-2694-833X

Laxmi Prasad OjhaDepartment of Teacher Education, Michigan State University

https://orcid.org/0000-0002-2088-5921

Luqing ZangDepartment of Teacher Education, Michigan State University

https://orcid.org/0009-0008-0901-2506

Meiheng ChenDepartment of Teacher Education, Michigan State University

https://orcid.org/0009-0007-2082-9747

Pages 232-253 | Published online: 30 Mar 2024

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https://doi.org/10.1080/19313152.2024.2326701
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Laxmi Prasad Ojha, Jennifer Burton & Peter I. De Costa. (2024) Critical teacher education for equitable learning in multilingual classrooms: a possible way forward. International Multilingual Research Journal 18:3, pages 197-207.
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Jamy Stillman & Deborah Palmer. (2024) Teacher educators’ critical language awareness: building toward transformation in critically conscious teacher education. International Multilingual Research Journal 18:3, pages 317-326.
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