Abstract:
This text demonstrates how collective reflection can function as a central
part of effective teacher preparation for work in inclusive bilingual
environments.
Through analysis of rich qualitative data, Teacher Education for
Inclusive Bilingual Contexts shows how group reflection supports preservice educators to recognize the intersectional circumstances faced by
students and understand their identities beyond the possible confines of
disability. This, in turn, engenders reconceptualization of standardized
expectations and implicates the educator in developing student agency
through individualized use of routine, language, and materials. The
author offers cultural historical activity theory and disability studies in
education as a basis for dialectal interactions to unearth contradictions
and misunderstandings surrounding language acquisition and the learning of emergent bilinguals and highlight the ways in which educators can disrupt oppressive practices through expansive learning opportunities.
This insightful volume will be of interest to researchers, scholars, and
postgraduate students in the fields of inclusive education and disability
studies, bilingual and language education, and teacher education.
