“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

Figures & data

Table 1. Course goal, content, and major assignments.

Course Goal	Understand the unique language needs of EMLs to design instructional and assessment strategies to support them to facilitate their entry into school
Core Course Content	Understanding EMLs; Language, power, and equity for education of EMLs; Funds of Knowledge, backward design; Translanguaging pedagogy; Scaffolding; Equitable assessment; Educational policies for EMLs; Lesson planning
Major Assignments	Weekly reading charts; Community walk (focus of this study); Getting to know students’ funds of knowledge; Lesson plan and assessment; Field placement (30 hours of mentored teaching practice)

Figure 1. Assignment guidelines indicating rationale for the project.

Screenshot of the introductory segment of the assignment handout provided to pre-service teachers, highlighting the significance of engaging in a community walk for their preparation as educators of multilingual students.

Figure 2. Reflection prompts for the community walk project.

Screenshot of the final segment of the assignment handout provided to pre-service teachers asking them to reflect on their community walk activity.