ABSTRACT

Through a critical-ecological lens, this book examines how to prepare preservice teachers to be resourceful and responsive practitioners in addressing the intellectual needs of children often labeled as "culturally and linguistically diverse." It explores a comprehensive re-design of a teacher education program grounded in research on the complex factors that affect the teaching and learning of linguistically and culturally diverse children. Re-Designing Teacher Education for Culturally and Linguistically Diverse Students challenges hegemonic cultural and linguistic norms, quantitative and static views of "resources," the impact of U.S. education policy, and the limited attention to the agency, identities, and strategic actions of diverse students and their families.

chapter 1|12 pages

Introduction

ByANA CHRISTINA DASILVA IDDINGS

chapter 4|18 pages

Engaging Teacher Educators’ Commitment to the Principles of CREATE over Time

BySHERI ROBBINS, KIMBERLY S. REINHARDT

chapter 5|15 pages

Prospective Teachers’ Interactions with Families: Understanding Home Contexts

ByNORMA GONZALEZ, REBECCA ZAPIEN

chapter 6|15 pages

Teacher Candidates Connecting to Community Resources and Children’s Literacies

ByILIANA REYES, JESUS ACOSTA, ANA FIERRO, YI-PING FU,

chapter 7|20 pages

Thinking with Teacher Candidates: The Transformative Power of Story in Teacher Education

ByMARÍA V. ACEVEDO, DOREA KLEKER, LAUREN PANGLE

chapter 9|21 pages

Stories that Travel: Preservice Teachers Using Photography to Understand Children’s Funds of Knowledge in Literacy Learning

ByLearning ELIZA DESIRÉE BUTLER, NAYALIN PINHO FELLER,