Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education: Principles, Policies and Practices

This book explores how racism and linguicism shape teacher education programs for multilingual learners, highlighting the need for learning from and disrupting the interplay of language and race.

Format: Hardback
Length: 280 pages
Publication date: 12 September 2023
Publisher: Multilingual Matters

This comprehensive book delves into a three-year, multi-stranded exploration of teacher education programs aimed at preparing future educators to effectively work with multilingual learners. It sheds light on the intricate interplay between racism and linguicism, shaping the conditions under which teacher candidates acquire the skills and knowledge necessary to teach in diverse classrooms. Through a detailed analysis, the book traces dynamic shifts in thinking and practice as participants reflect on their personal, professional, and academic experiences in relation to formal curriculum and assessment policies. The analysis aims to interpret what it means to work with multilingual learners in the classroom, highlighting the importance of learning from these students not only about them but also about the broader societal implications of language and race.

The book provides guiding principles, emphasizing the importance of learning from multilingual learners and disrupting the interplay of language and race that shapes teacher-candidate learning. It offers a comprehensive suite of teacher-education practices designed to challenge and transform the prevailing narratives and practices that perpetuate linguistic and racial inequalities. By engaging with this book, educators and policymakers gain valuable insights into the complexities of teacher education and the critical role it plays in creating inclusive and equitable learning environments for all students.

The study encompassed three distinct strands, each focusing on a different aspect of teacher education programs. The first strand examined the experiences of teacher candidates from diverse linguistic backgrounds, exploring their perspectives on language learning, teaching, and the challenges they faced in their educational journey. The second strand focused on the role of racism in shaping teacher education policies and practices, examining how systemic biases and discrimination impact the learning experiences and opportunities of multilingual learners. The third strand explored the intersection of racism and linguicism in the classroom, examining how teachers navigate the complex dynamics between language, culture, and identity to create inclusive and equitable learning environments for their students.

Through a combination of qualitative and quantitative research methods, the study gathered data from a diverse range of participants, including teacher candidates, educators, policymakers, and community members. The findings revealed a complex web of factors that contribute to the perpetuation of linguistic and racial inequalities in teacher education. One of the key findings was the lack of representation and recognition of multilingual learners and their languages in formal curriculum and assessment policies. This lack of recognition not only hinders the learning opportunities of these students but also perpetuates stereotypes and biases that can have long-term consequences for their academic and professional success.

Another finding was the prevalence of discriminatory practices and attitudes towards multilingual learners in teacher education programs. Participants reported instances of language discrimination, cultural insensitivity, and prejudice towards students who speak languages other than the dominant language in the classroom. These practices not only create a hostile learning environment for multilingual learners but also undermine the confidence and self-esteem of teacher candidates who are committed to working with these students.

Furthermore, the study highlighted the need for transformative teacher education practices that prioritize the learning and development of teacher candidates from diverse linguistic and cultural backgrounds. These practices should include opportunities for language learning, cultural competency development, and anti-racist pedagogy training. By equipping teacher candidates with the skills and knowledge necessary to work with multilingual learners effectively, the study aims to disrupt the interplay of language and race that shapes teacher-candidate learning and ultimately contributes to the creation of more inclusive and equitable learning environments for all students.

In conclusion, this book provides a valuable contribution to the field of teacher education by shedding light on the complex interplay between racism and linguicism in shaping the conditions under which teacher candidates learn to teach. Through a comprehensive analysis of personal, professional, and academic experiences, the book offers guiding principles and a suite of teacher-education practices to disrupt the interplay of language and race that so deeply shapes teacher-candidate learning about multilingual learners. By engaging with this book, educators and policymakers can gain valuable insights into the complexities of teacher education and work towards creating more inclusive and equitable learning environments for all students.

Weight: 570g
Dimension: 234 x 156 x 19 (mm)
ISBN-13: 9781800414143