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Book Review

Teaching content and language in the multilingual classroom: international research on policy, perspectives, preparation and practice

edited by Svenja Hammer, Kara Mitchell Viesca, Nancy L. Commins, Oxen and New York, Routledge, 2019, xvi + 202 pp., £120.00 (Hardback), ISBN: 9781138849310; £44.99 (e-Book), ISBN: 9870429459443

References

  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055. https://doi.org/10.1111/0161-4681.00141
  • Freire, P., & Freire, A. M. A. (1994). Pedagogy of hope: Reliving pedagogy of the oppressed. Continuum.
  • García, O., Skutnabb-Kangas, T., & Torres-Guzmán, M. (eds). (2006). Imagining multilingual schools. Languages in education and glocalization. Multilingual Matters.
  • Goodwin, A. L. (2017). Who is in the classroom now? Teacher preparation and the education of immigrant children. Educational Studies, 53(5), 433–449. https://doi.org/10.1080/00131946.2016.1261028 Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into practice, 34(3), 159-165.
  • Lucas, T., & Villegas, A. M. (2011). A framework for preparing linguistically responsive teachers. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms: A resource for teacher educators (pp. 55–72). Routledge.
  • Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory into Practice, 52(2), 98–109. https://doi.org/10.1080/00405841.2013.770327
  • Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
  • Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
  • Skutnabb-Kangas, T. (2001). The globalisation of (educational) language rights. International Review of Education, 47(3–4), 201–219. https://doi.org/10.1023/A:1017989407027
  • Skutnabb-Kangas, T. (2009). The stakes: Linguistic diversity, linguistic human rights and mother-tongue-based multilingual education - or linguistic genocide, crimes against humanity and an even faster destruction of biodiversity and our planet. Keynote Presentation at Bamako International Forum on Multilingualism, Bamako, Mali.
  • Skutnabb-Kangas, T., Phillipson, R., Mohanty, A. K., & Panda, M. (Eds.). (2009). Social justice through multilingual education. Multilingual Matters
  • Taylor, S. (1997). Critical policy analysis: Exploring contexts, texts and consequences. Discourse, 18(1), 23–35. https://doi.org/10.1080/0159630970180102

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