Self-Study of Language and Literacy Teacher Education Practices

Judy Sharkey is Associate Professor in the Education Department at the University of New Hampshire. Before becoming a teacher educator, she taught English as a foreign language for ten years in countries in Asia, the Middle East, and Latin America. Her research focuses on teacher and student learning in multilingual/pluricultural urban communities. Megan Madigan Peercy is Associate Professor at the University of Maryland. Her research focuses on preparation and development of teachers throughout their careers, as they work with linguistically and culturally diverse learners. Her recent research appears in Teaching and Teacher Education, Action in Teacher Education, and the International Multilingual Research Journal.

Education scholars, many specializing in language education, explore teacher education professional development in culturally and linguistically diverse contexts: a lifelong process, and pedagogical practices and policies related to linguistic diversity and language development. Their topics include the accidental teacher educator: learning to be a language teacher educator within diverse populations, reframing the use of visual literacy through academic diversity: a cross-disciplinary collaborative self-study, impacting classrooms and ourselves: a self-study investigation of work with and within an indigenous Pueblo community, cycles of research: a self-study of teaching research in a sheltered English instruction course, and moving beyond très bien: examining teacher mediation in lesson rehearsals.

• Introduction: Enhancing Teacher Education for an Inclusive Pluralistic World: A Shared Commitment across Multiple Landscapes; Judy Sharkey and Megan Madigan PeercyPart I: Teacher Educator Professional Development in Culturally and Linguistically Diverse Contexts: A Lifelong Process 1. The Accidental Teacher Educator: Learning to Be a Language Teacher Educator Within Diverse Populations; Shawn Bullock 2. Using Self-Study to Examine Our Research and Teaching Practices as EFL Teacher Educators in Colombia; Amparo Clavijo Olarte and Maribel Ramírez Galindo 3. Getting Down to Identities to Trace a New Career Path: Understanding Novice Teacher Educator Identities in Multicultural Education Teaching; Vy Dao, Scott Farver, and Davena Jackson 4. Discursive Resources in a Multicultural Education Course: Unpacking Our Own Unexplored Biases as Teacher Educators; Laura C. Haniford and Brian Girard 5. Developing an Inquiry Stance in Diverse Teacher Candidates: A Self-Study By Four Culturally, Ethnically, and Linguistically Diverse Teacher Educators; Amber Strong Makaiau, Karen Ragoonaden, Jessica Ching-Sze Wang, and Lu Leng 6. Reframing Our Use of Visual Literacy through Academic Diversity: A Cross-Disciplinary Collaborative Self-Study; Bethney Bergh, Christi Edge, and Abby Cameron-Standerford Part II: Pedagogical Practices and Policies Related to Linguistic Diversity and Language Development 7. Preparing Teachers for English Learners in Rural Settings; Kathleen Ann Ramos 8. Facilitating Preservice Teachers’ Transformation through Intercultural Learning: Reflections from a Self-Study; Roxanna M. Senyshyn 9. Impacting Classrooms and Ourselves: A Self-Study Investigation of Our Work with and within an Indigenous Pueblo Community; Cheryl A. Franklin Torrez and Marjori M. Krebs 10. Sifting through Shifting Sands: Confronting the Self in Teaching Bilingual Emirati Preservice Teachers; Patience A. Sowa 11. Cycles of Research: A Self-Study of Teaching Research in a Sheltered English Instruction Course; Elizabeth A. Robinson 12. Toward a Coherent Approach to Preparing Teachers to Teach Language to Emergent Bilingual Learners: Self-Study in TESOL Teacher Education; Laura Schall-Leckrone, Lucy Bunning, and Maria da Conceicao Athanassiou 13. Moving Beyond ‘Très Bien’: Examining Teacher Educator Mediation in Lesson Rehearsals; Francis John Troyan and Megan Madigan Peercy