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

IF 1.2 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Multilingual Research Journal Pub Date : 2024-06-21 DOI:10.1080/19313152.2024.2367811

Jamy Stillman, Deborah Palmer

引用次数: 0

Abstract

Calls to prepare all teachers to effectively teach multilingual learners are not new. Nevertheless, preservice preparation programs continue to fall short of this goal, despite enormous effort from...

查看原文本刊更多论文

教师教育者的批判性语言意识：在具有批判意识的教师教育中实现转型

培养所有教师有效教授多语种学生的能力并不是什么新鲜事。然而，尽管教师们付出了巨大的努力，职前准备课程仍然没有达到这一目标。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Multilingual Research Journal Multiple-

CiteScore

4.10

自引率

4.80%

发文量

期刊介绍： The International Multilingual Research Journal (IMRJ) invites scholarly contributions with strong interdisciplinary perspectives to understand and promote bi/multilingualism, bi/multi-literacy, and linguistic democracy. The journal’s focus is on these topics as related to languages other than English as well as dialectal variations of English. It has three thematic emphases: the intersection of language and culture, the dialectics of the local and global, and comparative models within and across contexts. IMRJ is committed to promoting equity, access, and social justice in education, and to offering accessible research and policy analyses to better inform scholars, educators, students, and policy makers. IMRJ is particularly interested in scholarship grounded in interdisciplinary frameworks that offer insights from linguistics, applied linguistics, education, globalization and immigration studies, cultural psychology, linguistic and psychological anthropology, sociolinguistics, literacy studies, post-colonial studies, critical race theory, and critical theory and pedagogy. It seeks theoretical and empirical scholarship with implications for research, policy, and practice. Submissions of research articles based on quantitative, qualitative, and mixed methods are encouraged. The journal includes book reviews and two occasional sections: Perspectives and Research Notes. Perspectives allows for informed debate and exchanges on current issues and hot topics related to bi/multilingualism, bi/multi-literacy, and linguistic democracy from research, practice, and policy perspectives. Research Notes are shorter submissions that provide updates on major research projects and trends in the field.