Teacher educators’ critical language awareness: building toward transformation in critically conscious teacher education

References

• Anderson, L. M., & Stillman, J. A. (2013). Student teaching’s contribution to preservice teacher development: A review of research focused on the preparation of teachers for urban and high-needs contexts. Review of Educational Research, 83(1), 3–69. https://doi.org/10.3102/0034654312468619
   Web of Science ®Google Scholar
• Ball, D., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511. https://doi.org/10.1177/0022487109348479
   Google Scholar
• Banegas, D. L., Budzenski, M., & Yang, F. (2024). Enhancing pre-service teachers’ projective agency for diverse and multilingual classrooms through a course on curriculum development. International Multilingual Research Journal, 1–16. https://doi.org/10.1080/19313152.2024.2318967
   Web of Science ®Google Scholar
• Bartolomé, L. (1994). Beyond the methods fetish: Towards a humanizing pedagogy. Harvard Educational Review, 64(2), 173–195. https://doi.org/10.17763/haer.64.2.58q5m5744t325730
   Web of Science ®Google Scholar
• Bartolomé, L., & Trueba, E. T. (2000). Beyond the politics of schools and the rhetoric of fashionable pedagogies: The significance of teacher ideology. In H. T. Trueba & L. I. Bartolomé (Eds.), Immigrant voices: In search of educational equity (pp. 277–292). Rowman & Littlefield.
   Google Scholar
• Burton, J., Wong, W., & Rajendram, S. (2024). Translanguaging for critical multilingual language awareness: Preparing teacher candidates to support multilingual learners in classrooms. International Multilingual Research Journal, 1–24. https://doi.org/10.1080/19313152.2024.2327809
   Web of Science ®Google Scholar
• Cárdenas Curiel, L., Ojha, L. P., Zang, L., & Chen, M. (2024). “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. International Multilingual Research Journal, 1–22. https://doi.org/10.1080/19313152.2024.2326701
   Web of Science ®Google Scholar
• Chang-Bacon, C. K. (2021). “We sort of dance around the race thing”: Race-evasiveness in teacher education. Journal of Teacher Education, 73(1), 8–22. https://doi.org/10.1177/00224871211023042
   Web of Science ®Google Scholar
• Daniels, J. R., & Varghese, M. (2020). Troubling practice: Exploring the relationship between whiteness and practice-based teacher education in considering a raciolinguicized teacher subjectivity. Educational Researcher, 49(1), 56–63. https://doi.org/10.3102/0013189X19879450
   Web of Science ®Google Scholar
• de Jong, E. J., Harper, C. A., & Coady, M. R. (2013). Enhanced knowledge and skills for elementary mainstream teachers of English language learners. Theory into Practice, 52(2), 89–97. https://doi.org/10.1080/00405841.2013.770326
   Web of Science ®Google Scholar
• Delgado Bernal, D. (2001). Learning and living pedagogies of the home: The mestiza consciousness of chicana students. International Journal of Qualitative Studies in Education, 14(5), 623–639. https://doi.org/10.1080/09518390110059838
   Google Scholar
• De Oliveira, L. C., & Athanases, S. Z. (2010). Toward program-wide coherence in preparing teachers to teach and advocate for English language learners. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms (pp. 195–215). Routledge.
   Google Scholar
• De Oliveira, L. C., & Athanases, S. Z. (2017). A framework to reenvision instructional scaffolding for linguistically diverse learners. Journal of Adolescent & Adult Literacy, 61(2), 123–129. https://doi.org/10.1002/jaal.663
   Web of Science ®Google Scholar
• Donato, R. (2008). Mexicans and Hispanos in Colorado schools and communities, 1920-1960: 1920-1960. SUNY Press.
   Google Scholar
• Dorner, L. M., Palmer, D. K., Cervantes-Soon, C. G., Heiman, D., & Crawford, E. R. (Eds.). (2023). Critical consciousness in dual language bilingual education: Case studies on policy and practice (1st ed.). Routledge, Taylor & Francis Group.
   Google Scholar
• Faltis, C., & Valdés, G. (2016). Preparing teachers for teaching in and advocating for linguistically diverse classrooms: A vade mecum for teacher educators. In D. H. Gitomer & C. A. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 529–592). American Educational Research Association. https://doi.org/10.3102/978-0-935302-48-6_8
   Google Scholar
• Flores, B. B., Sheets, R. H., & Clark, E. R. (Eds.). (2011). Teacher preparation for bilingual student populations: Educar para transformar. Routledge.
   Google Scholar
• Freire, J. A. (2019). Promoting sociopolitical consciousness and bicultural goals of dual language education: The transformational dual language educational framework. Journal of Language, Identity & Education, 19(1), 56–71. https://doi.org/10.1080/15348458.2019.1672174
   Web of Science ®Google Scholar
• Galante, A., & Dela Cruz, J. W. N. (2024). The fall of bilingualism: Teacher candidates’ voices on the implementation of critical plurilingualism in English language teaching. International Multilingual Research Journal, 1–20. https://doi.org/10.1080/19313152.2024.2326366
   Web of Science ®Google Scholar
• González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practice in households, communities, and classrooms. L. Erlbaum Associates.
   Google Scholar
• Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and Teacher education. American Educational Research Journal, 45(1), 184–205. https://doi.org/10.3102/0002831207312906
   Web of Science ®Google Scholar
• Kumashiro, K. (2002). Against repetition: Addressing resistance to anti-oppressive change in the practices of learning, teaching, supervising, and researching. Harvard Educational Review, 72(1), 67–92. https://doi.org/10.17763/haer.72.1.c11617526l7k46v6
   Web of Science ®Google Scholar
• Leeman, J. (2018). Critical language awareness and Spanish as a heritage language. In K. Potowski (Ed.), The routledge handbook of Spanish as a heritage language (1st ed., pp. 345–358). Routledge. https://doi.org/10.4324/9781315735139-22
   Google Scholar
• Lucas, T., & Villegas, A. M. (2010). A framework for preparing linguistically responsive teachers. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms (pp. 55–72). Routledge.
   Google Scholar
• 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
   Web of Science ®Google Scholar
• Mahalingappa, L. (2024). Development of linguistic critical consciousness of multilingual preservice teachers of color. International Multilingual Research Journal, 1–19. https://doi.org/10.1080/19313152.2024.2330817
   Web of Science ®Google Scholar
• Ohito, E. O. (2020). Fleshing out enactments of Whiteness in antiracist pedagogy: Snapshot of a White teacher educator’s practice. Pedagogy Culture & Society, 28(1), 17–36. https://doi.org/10.1080/14681366.2019.1585934
   Web of Science ®Google Scholar
• Palmer, D. K., & Martínez, R. A. (2013). Teacher agency in bilingual spaces: A fresh look at preparing teachers to educate Latina/o bilingual children. Review of Research in Education, 37(1), 269–297. https://doi.org/10.3102/0091732X12463556
   Web of Science ®Google Scholar
• Pang, M. (2019). Developing core practices for EFL/ESL teaching: A framework for methodology course design. TESOL Quarterly, 53(1), 258–273. https://doi.org/10.1002/tesq.487
   Web of Science ®Google Scholar
• Peercy, M. M., Tigert, J., Fredricks, D., Kidwell, T., Feagin, K., Hall, W., Himmel, J., & DeStefano Lawyer, M. (2022). From humanizing principles to humanizing practices: Exploring core practices as a bridge to enacting humanizing pedagogy with multilingual students. Teaching and Teacher Education, 113, 103653. https://doi.org/10.1016/j.tate.2022.103653
   Web of Science ®Google Scholar
• Peercy, M. M., Varghese, M., & Dubetz, N. (2019). Critically examining practice-based teacher education for teachers of language minoritized youth. TESOL Quarterly, 53(4), 1174–1185. https://doi.org/10.1002/tesq.533
   Web of Science ®Google Scholar
• Philip, T. M., Souto-Manning, M., Anderson, L., Horn, I. J., Carter Andrews, D., Stillman, J., & Varghese, M. (2019). Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education, 70(3), 251–264. https://doi.org/10.1177/0022487118798324
   Web of Science ®Google Scholar
• Sánchez, M. T., & García, O. (2021). Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras sin miedo. Multilingual Matters.
   Google Scholar
• Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94–106. https://doi.org/10.1177/0022487101052002002
   Web of Science ®Google Scholar
• Sleeter, C. E. (2008). Preparing White teachers for diverse students. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of Research on Teacher Education (3rd ed., pp. 559–582). Routledge.
   Google Scholar
• The Teachers of Color Collective, & Souto-Manning, M. (2022). On the miseducation of teachers of color: A letter to teacher educators. Journal of Teacher Education, 73(1), 66–80. https://doi.org/10.1177/00224871211057487
   Web of Science ®Google Scholar
• Stillman, J. (2023). Equity- and justice-minded teacher educators. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (Vol. 5, pp. 475–487). Elisever. https://doi.org/10.1016/B978-0-12-818630-5.04097-5
   Google Scholar
• Stillman, J., & Anderson, L. (2014). Commentary: Preparing the next generation of teacher educators. Teachers College Record. Advance online publication. June 27, 2014. https://journals.sagepub.com/pb-assets/cmscontent/TCZ/Commentaries%20Collection/2014%20Commentaries/Preparing%20the%20Next%20Generation%20of%20Teacher%20Educators%20-1656522672.pdf
   Google Scholar
• Stillman, J., Beltramo, J., Ahmed, S., Castañeda-Flores, E., Garza, V. G., & Pyo, M. (2019). From the ground up: Cultivating teacher educator knowledge from the situated knowledges of emerging, equity-minded teacher educators. Asia-Pacific Journal of Teacher Education, 47(3), 265–285. https://doi.org/10.1080/1359866X.2019.1600187
   Web of Science ®Google Scholar
• Strom, K. A., & Viesca, K. M. (2021). Toward a complex framework of teacher learning-practice. Professional Development in Education, 47(2–3), 209–224. https://doi.org/10.1080/19415257.2020.1827449
   Web of Science ®Google Scholar
• Sugarman, J., & Geary, C. (2018). English learners in Colorado: Demographics, outcomes, and state accountability policies. Fact Sheet.
   Google Scholar
• Tandon, M., Viesca, K. M., Hueston, C., & Milbourn, T. (2017). Perceptions of linguistically responsive teaching in teacher candidates/novice teachers. Bilingual Research Journal, 40(2), 154–168. https://doi.org/10.1080/15235882.2017.1304464
   Web of Science ®Google Scholar
• Turkan, S., De Oliveira, L. C., Lee, O., & Phelps, G. (2014). Proposing a knowledge base for teaching academic content to English language learners: Disciplinary linguistic knowledge. Teachers College Record, 116(3), 1–30. https://doi.org/10.1177/016146811411600303
   Web of Science ®Google Scholar
• Urrieta, L., & Reidel, M. (2006). Avoidance, anger, and convenient amnesia: White supremacy and self-reflection in social studies teacher education. In E. W. Ross & V. O. Pang (Eds.), Racism and antiracism in education. (pp. 279–300). Praeger.
   Google Scholar
• U.S. Department of Education. (2022). Title II report: Academic year 2020-2021 data. https://title2.ed.gov/Public/Home.aspx
   Google Scholar
• US District Court. (2012, September 28). Modified consent decree: Denver Public Schools English language acquisition program. United States Department of Justice. https://www.justice.gov/iso/opa/resources/321201341619724582524.pdf
   Google Scholar
• Varghese, M., Daniels, J., & Park, C. (2019). Structuring disruption within university based teacher education programs: Possibilities and challenges of race-based caucuses. Teachers College Record, 121(6), 1–34. https://doi.org/10.1177/016146811912100606
   Web of Science ®Google Scholar
• Zeichner, K. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376–382. https://doi.org/10.1177/0022487112445789
   Web of Science ®Google Scholar
• National Academy of Education, Zeichner, K., Darling-Hammond, L., Berman, A. I., Dong, D., & Sykes, G. (Eds.). (2024). Evaluating and improving teacher preparation programs.
   Google Scholar