Skip to main content
SpringerLink
Log in

Cultural/Linguistic Immersion in Teacher Preparation for Emergent Bilingual Learners: Defining a New Space for Asset-Based Pedagogies

  • Chapter
  • First Online:
Book cover Redefining Teaching Competence through Immersive Programs

Abstract

This chapter lays out conceptual foundations of an asset-based pedagogical approach to teaching emergent bilingual learners contextualized through decolonizing critiques, and with emphasis on pedagogical language knowledge as a guiding principle to prepare teachers in culturally/linguistic immersion contexts. Today, the challenges of economic globalization, widespread digital interaction, increased human migration, and climate instability call for locally relevant but globally aware problem-solving perspectives. We argue that to revise the monocultural biases permeating North American K-12 classrooms, we need to disrupt and re-imagine the contexts and goals of teacher preparation programs. To move beyond insufficient notions of “teacher competence” delivered through traditional classroom instruction, this effort necessitates the design and delivery of embedded cultural and linguistic experiences that will help fundamentally alter future teaching practice and the wider pedagogical landscape.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Alim, H. S. (2005). Critical language awareness in the United States: Revisiting issues and revising pedagogies in a resegregated society. Educational Researcher, 34(7), 24–31.

    Google Scholar 

  • Alim, S. (2010). Critical language awareness. In N. H. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 205–231). Buffalo, NY: Multilingual Matters.

    Chapter  Google Scholar 

  • Alim, H. S., & Paris, D. (2017). What is culturally sustaining pedagogy and why does it matter. In Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 1–21). New York: Teachers College Press.

    Google Scholar 

  • Apple, M. W. (2001). Educating the “right way”. New York: Routledge.

    Google Scholar 

  • Au, K. H. P. (1980). Participation structures in a reading lesson with Hawaiian children: Analysis of a culturally appropriate instructional event. Anthropology & Education Quarterly,11(2), 91–115.

    Article  Google Scholar 

  • Bacon, C. K. (2017). Multi-language, multi-purpose: A literature review, synthesis, and framework for critical literacies in English language teaching. Journal of Literacy Research,49(3), 424–453. https://doi.org/10.1177/1086296X17718324.

    Article  Google Scholar 

  • Bacon, C. K. (2018). “It’s not really my job”: A mixed methods framework for language ideologies, monolingualism, and teaching emergent bilingual learners. Journal of Teacher Education, 0022487118783188.

    Google Scholar 

  • Banes, L. C., Martínez, D. C., Athanases, S. Z., & Wong, J. W. (2016). Self-reflexive inquiry into language use and beliefs: Toward more expansive language ideologies. International Multilingual Research Journal,10(3), 168–187.

    Article  Google Scholar 

  • Banks, J. A. (1989). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (pp. 2–26). Boston: Allyn and Bacon.

    Google Scholar 

  • Banks, J. A., Banks, C. A. M., Cortes, C. E., Hahn, C. L., Merryfield, M. M., Moodley, K. A., … Parker, W. C. (2005). Democracy and diversity: Principals and concepts for educating citizens in a global age. Seattle, WA: Center for Multicultural Education, College of Education University of Washington Seattle.

    Google Scholar 

  • Bartolomé, L. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review: July 1994, 64(2), 173–195.

    Google Scholar 

  • Bialystok, E. (2011). Reshaping the mind: The benefits of bilingualism. Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale,65(4), 229.

    Article  Google Scholar 

  • Bonilla-Silva, E. (2013). Racism without racists: Color-blind racism and the persistence of racial inequality in America (4th ed.). Lanham, MD: Rowman & Littlefield.

    Google Scholar 

  • Boser, U. (2014). Teacher diversity revisited: A new state-by-state analysis. Washington, DC: Center for American Progress.

    Google Scholar 

  • Bowers, C. A. (1997). The culture of denial: Why the environmental movement needs a strategy for reforming universities and public schools. Albany: SUNY Press.

    Google Scholar 

  • Bowers, C. A. (2001). Educating for eco-justice and community. Athens: University of Georgia Press.

    Google Scholar 

  • Bunch, G. C. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era. Review of Research in Education,37(1), 298–341.

    Article  Google Scholar 

  • Bybee, E., Degollado, E. D., Menard-Warwick, J., Urrieta, L., Palmer, D., & Kehoe, S. (2018). Curricula crossing borders: Integrating multicultural and multilingual teacher education courses in study abroad. In C. Sanz & A. Morales-Front (Eds.), The Routledge handbook of study abroad research and practice (pp. 344–358). New York: Routledge.

    Google Scholar 

  • Cajete, G. (2000). Native science: Natural laws of interdependence. Santa Fe, NM: Clear Light Publishers.

    Google Scholar 

  • Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective instruction for English learners. The Future of Children, 21(1), 103–127.

    Google Scholar 

  • Carter, P., & Darling-Hammond, L. (2016). Teaching diverse learners. In D. Gitomer & C. Bell (Eds.), Handbook of research on teaching (pp. 593–637). Washington, DC: American Educational Research Association.

    Google Scholar 

  • Coady, M., Harper, C., & de Jong, E. (2011). From preservice to practice: Mainstream elementary teacher beliefs of preparation and efficacy with English language learners in the State of Florida. Bilingual Research Journal,34(2), 223–239. https://doi.org/10.1080/15235882.2011.597823.

    Article  Google Scholar 

  • Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College Press.

    Google Scholar 

  • Cochran-Smith, M., & Villegas, A. M. (2016). Research on teacher preparation: Charting the landscape of a sprawling field. In D. Gitomer & C. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 439–538). Washington, DC: American Educational Research Association.

    Chapter  Google Scholar 

  • Collier, M. J. (2015). Intercultural communication competence: Continuing challenges and critical directions. International Journal of Intercultural Relations,48, 9–11.

    Article  Google Scholar 

  • Cote-Meek, S. (2014). Colonized classrooms: Racism, trauma and resistance in postsecondary education. Halifax, NS: Fernwood.

    Google Scholar 

  • Craig, M. A., & Richeson, J. A. (2014). On the precipice of a “majority-minority” America: Perceived status threat from the racial demographic shift affects white Americans’ political ideology. Current Directions in Psychological Science,25(6), 1189–1197.

    Google Scholar 

  • Dados, N., & Connell, R. (2012). The global south. Contexts, 11(1), 12–13.

    Google Scholar 

  • de Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough? Teacher Education Quarterly,32(2), 101–124.

    Google Scholar 

  • de Jong, E. J., Harper, C. A., & Coady, M. R. (2013). Enhanced knowledge and skills for elementary mainstream teachers of English language learners. Theory into Practice,52(2), 89–97.

    Article  Google Scholar 

  • Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.

    Google Scholar 

  • De Sousa, Santos. (2018). The end of the cognitive empire: The coming of age of epistemologies of the south. Durham and London: Duke University Press.

    Book  Google Scholar 

  • DiAngelo, R. (2018). White fragility: Why it’s so hard for white people to talk about racism. Boston: Beacon Press.

    Google Scholar 

  • Doerr, N. M. (2012). Study abroad as “adventure”: Globalist construction of host—home hierarchy and governed adventurer subjects. Critical Discourse Studies,9, 257–268.

    Article  Google Scholar 

  • Doerr, N. M. (2013). Do “global citizens” need the parochial cultural other? Discourse of immersion in study abroad and learning-by-doing. Compare: A Journal of Comparative and International Education, 43, 224–243.

    Google Scholar 

  • Doerr, N. M. (2016). Chronotopes of study abroad: The cultural other, immersion, and compartmentalized space–time. Journal of Cultural Geography,33, 80–99. https://doi.org/10.1080/08873631.2015.1065030.

    Article  Google Scholar 

  • Fairclough, N. (2013). Critical discourse analysis: The critical study of language. Routledge.

    Google Scholar 

  • Faltis, C. J., & Valdés, G. (2016). Preparing teachers for teaching in and advocating for linguistically diverse classrooms: A vade mecum for teacher educators. In D. Gitomer & C. Bell (Eds.), Handbook of research on teaching (pp. 549–592). Washington, DC: American Educational Research Association.

    Google Scholar 

  • Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review,85(2), 149–171.

    Article  Google Scholar 

  • Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly,32, 397–417.

    Article  Google Scholar 

  • Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.

    Google Scholar 

  • Fryberg, S. A., & Eason, A. E. (2017). Making the invisible visible: Acts of commission and omission. Current Directions in Psychological Science,26(6), 554–559.

    Article  Google Scholar 

  • Galguera, T. (2011). Participant structures as professional learning tasks and the development of pedagogical language knowledge among preservice teachers. Teacher Education Quarterly,38(1), 85–106.

    Google Scholar 

  • Gandara, P., Rumberger, R., Maxwell-Jolly, J., & Callahan, R. (2003). English learners in California schools: Unequal resources, ‘unequal outcomes. Education Policy Analysis Archives, 11, 36.

    Google Scholar 

  • Gándara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English language learners. Stanford: PACE/University of California. https://files.eric.ed.gov/fulltext/ED491701.pdf.

  • García, O. (2011). Bilingual education in the 21st century: A global perspective. Wiley.

    Google Scholar 

  • García, O. (2016, March 2). Online interview. https://www.psychologytoday.com/us/blog/life-bilingual/201603/what-is-translanguaging.

  • García, E., Arias, M. B., Harris Murri, N. J., & Serna, C. (2010). Developing responsive teachers: A challenge for a demographic reality. Journal of Teacher Education,61(1–2), 132–142.

    Article  Google Scholar 

  • Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.

    Google Scholar 

  • Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education,53(2), 106–116.

    Article  Google Scholar 

  • Giroux Henry, A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Westport, CT: Bergin and Garvey Publishers.

    Google Scholar 

  • Goldenberg, C. (2013). Unlocking the research on English learners: What we know—and don’t yet know—about effective instruction. American Educator,37(2), 4.

    Google Scholar 

  • Gorski, P. C. (2009). What we’re teaching teachers: An analysis of multicultural teacher education coursework syllabi. Teaching and Teacher Education,25(2), 309–318.

    Article  Google Scholar 

  • Graue, E. (2005). Theorizing and describing preservice teachers’ images of families and schooling. Teachers College Record,107(1), 157–185.

    Article  Google Scholar 

  • Grosfoguel, R. (2011). Decolonizing post-colonial studies and paradigms of political-economy: Transmodernity, decolonial thinking and global coloniality. Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1(1), 1–38.

    Google Scholar 

  • Gruenewald, D. A., & Smith, G. A. (2008). Creating a movement to ground learning in place. In Place-based education in the global age: Local diversity (pp. 345–358). New York, NY: Lawrence Erlbaum Associates.

    Google Scholar 

  • Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173e208.

    Google Scholar 

  • Guillen, L., & Zeichner, K. (2018). A university-community partnership in teacher education from the perspectives of community-based teacher educators. Journal of Teacher Education,69(2), 140–153.

    Article  Google Scholar 

  • Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly,43(2), 148–164.

    Article  Google Scholar 

  • Hangen, S., & Sen, R. (2016). Negotiating time and space on a study abroad program in South India. Journal of Cultural Geography,33, 62–79. https://doi.org/10.1080/08873631.2015.1084114.

    Article  Google Scholar 

  • Harper, C. A., & de Jong, E. J. (2009). English language teacher expertise: The elephant in the room. Language and Education,23(2), 137–151.

    Article  Google Scholar 

  • Hatt, B. (2012). Smartness as a cultural practice in schools. American Educational Research Journal,49(3), 438–460.

    Article  Google Scholar 

  • hooks, bell. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

    Google Scholar 

  • Hopstock, P., & Bucaro, B. (1993). A review and analysis of estimates of the LEP student population. Arlington, VA: Development Associates.

    Google Scholar 

  • Howard, G. R. (2006). We can’t teach what we don’t know: White teachers, multicultural schools. New York: Teachers College Press.

    Google Scholar 

  • Jabbar, A., & Mirza, M. (2017). Identification of cultural heuristics for the creation of consistent and fair pedagogy for ethnically diverse students. In F. Pirbhai-Illich, S. Pete, & F. Martin (Eds.), Culturally responsive pedagogy: Working towards decolonization, indigeneity (pp. 29–52). London: Springer.

    Google Scholar 

  • Jakubiak, C., & Mellom, P. J. (2015). The local as the global: Study abroad through place-based education in Costa Rica. In M. P. Mueller & D. J. Tippins (Eds.), EcoJustice, citizen science and youth activism: Situated tension for science education (pp. 99–119). Cham: Springer International.

    Google Scholar 

  • Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 teacher education: A sociocultural perspective on cultivating teachers’ professional development. New York: Routledge.

    Google Scholar 

  • Kasun, G. S., & Saavedra, C. M. (2016). Disrupting ELL teacher candidates’ identities: Indigenizing teacher education in one study abroad program. TESOL Quarterly,50(3), 684–707.

    Article  Google Scholar 

  • Katunich, J. (2019). Convivial English language teaching amid the crisis of sustainability: Reclaiming a “language-as-commons” orientation in English language teaching (Unpublished doctoral dissertation). Penn State University, University Park, PA.

    Google Scholar 

  • Kena, G., Aud, S., Johnson, F., Wang, X., Zhang, J., Rathbun, A., & Kristapovich, P. (2016). The condition of education 2014 (NCES 2014-083). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from http://files.eric.ed.gov/fulltext/ED545122.pdf.

  • Kinginger, C. (2009). Contemporary study abroad and foreign language learning: An activist’s guidebook for language educators. University Park, PA: CALPER Publications.

    Google Scholar 

  • Kozol, Jonathan. (1991). Savage inequalities: Children in America’s schools. New York: Crown Publishers.

    Google Scholar 

  • Kubanyiova, M., & Crookes, G. (2016). Re-envisioning the roles, tasks, and contributions of language teachers in the multilingual era of language education research and practice. The Modern Language Journal,100, 117–132.

    Article  Google Scholar 

  • Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal,99(3), 435–449.

    Article  Google Scholar 

  • Kumaravadivelu, B. (2008). Cultural globalization and language education. New Haven, CT: Yale University Press.

    Google Scholar 

  • Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Fransisco: Jossey-Bass.

    Google Scholar 

  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal,32(3), 465–491.

    Article  Google Scholar 

  • Longview, Foundation. (2008). Teacher preparation for the global age: The imperative for change. Longview Foundation: Silver Spring, MD.

    Google Scholar 

  • Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory into Practice,52(2), 98–109.

    Article  Google Scholar 

  • Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education,59(4), 361–373.

    Article  Google Scholar 

  • Lucas, T., Strom, K., Bratkovich, M., & Wnuk, J. (2018). Inservice preparation for mainstream teachers of English language learners: A review of the empirical literature. The Educational Forum,82(2), 156–173.

    Article  Google Scholar 

  • Martin, D., & Daiute, C. (2013). English as a second language, a second chance or second class membership: Exploring the possibilities and costs of immigrant narratives. Culture & Psychology,19(1), 117–138.

    Article  Google Scholar 

  • Martusewicz, R. A., Edmundson, J., & Lupinacci, J. (2014). Ecojustice education: Toward diverse, democratic, and sustainable communities. New York, NY: Routledge.

    Book  Google Scholar 

  • McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., … Mann, F. B. (2018). The condition of education 2018. NCES 2018-144. National Center for Education Statistics.

    Google Scholar 

  • Mellom, P. J., Straubhaar, R., Balderas, C., Ariail, M., & Portes, P. R. (2018). “They come with nothing:” How professional development in a culturally responsive pedagogy shapes teacher attitudes towards Latino/a English language learners. Teaching and Teacher Education,71, 98–107.

    Article  Google Scholar 

  • Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice,31(2), 132–141.

    Article  Google Scholar 

  • Motha, S. (2014). Race, empire, and English language teaching. New York, NY: Teachers College Press.

    Google Scholar 

  • Murrell, P. C., Jr. (2001). The community teacher: A new framework for effective urban teaching. New York: Teachers College Press.

    Google Scholar 

  • Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. New York: Longman.

    Google Scholar 

  • Noddings, N. (Ed.). (2005). Educating citizens for global awareness. New York: Teachers College Press.

    Google Scholar 

  • Norton, B. (2013). Identity and language learning: Extending the conversation. Bristol: Multilingual Matters.

    Google Scholar 

  • O’Connor, K., & Zeichner, K. (2011). Preparing US teachers for critical global education. Globalisation, Societies and Education,9(3–4), 521–536.

    Article  Google Scholar 

  • Ogden, A. (2007–2008). The view from the veranda: Understanding today’s colonial student. Frontiers: The Interdisciplinary Journal of Education Abroad, 15, 2–20.

    Google Scholar 

  • Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review,6(3), 281–307.

    Article  Google Scholar 

  • Palmer, D., & Martínez, R. A. (2013). Teacher agency in bilingual spaces: A fresh look at preparing teachers to educate Latina/o bilingual children. Review of Research in Education,37(1), 269–297.

    Article  Google Scholar 

  • Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher,41(3), 93–97.

    Article  Google Scholar 

  • Paris, D., & Alim, H. S. (2014, April). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100.

    Google Scholar 

  • Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. New York: Teachers College Press.

    Google Scholar 

  • Pete, S. (2017). Idle no more: Radical indigeneity in teacher education. In F. Pirbhai-Illich, S. Pete, & F. Martin (Eds.), Culturally responsive pedagogy: Working towards decolonization, indigeneity (pp. 53–72). London: Palgrave Macmillan.

    Google Scholar 

  • Pipitone, J. M. (2018). Place as pedagogy: Toward study abroad for social change. Journal of Experiential Education,41(1), 54–74.

    Article  Google Scholar 

  • Pirbhai-Illich, F., Pete, S., & Martin, F. (2017). Culturally responsive pedagogy: working towards decolonization, indigeneity. London: Palgrave Macmillan.

    Book  Google Scholar 

  • Plaut, V. C., Thomas, K. M., Hurd, K., & Romano, C. A. (2018). Do color blindness and multiculturalism remedy or roster discrimination and racism? Current Directions in Psychological Science,27(3), 200–206.

    Article  Google Scholar 

  • Rahatzad, J., & Dockrill, H. (2016). Teacher education, historical amnesia, and thinking otherwise. In J. Rahatzad, H. Dockrill, J. Phillion, & S. Sharma (Eds.), Internationalizing teaching and teacher education for equity: Engaging alternative knowledges across ideological borders (pp. xvii–xxviii). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Rahatzad, J., Dockrill, H., & Phillion, J. (2017). Study abroad and coloniality: Postglobal teacher education reflections. In C. Schlein & B. Garii (Eds.), A reader of narrative and critical lenses on intercultural teaching and learning (pp. 15–31). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Rahatzad, J., Sasser, H., Phillion, J., Karimi, N., Deng, Y., Akiyama, R., et al. (2013). Postglobal teacher preparation: Border thinking along the global south through international cross-cultural experiences. International Journal of Multicultural Education,15(3), 76–96.

    Article  Google Scholar 

  • Risager, K. (2007). Language and culture pedagogy: From a national to a transnational paradigm (Vol. 14). Multilingual Matters.

    Google Scholar 

  • Santibañez, L., & Gándara, P. (2018). Teachers of English language learners in secondary schools: Gaps in preparation and support. Report by Civil Rights Project/Proyecto Derechos Civiles. Santa Cruz: University of California.

    Google Scholar 

  • Scarino, A. (2014). Learning as reciprocal, interpretive meaning-making: A view from collaborative research into the professional learning of teachers of languages. Modern Language Journal,98, 386–401.

    Article  Google Scholar 

  • Sharkey, J. (2018). The promising potential role of intercultural citizenship in preparing mainstream teachers for im/migrant populations. Language Teaching Research,22(5), 570–589.

    Article  Google Scholar 

  • Sharma, S. (2017). Intercultural teaching and learning through study abroad: Pedagogies of discomfort, oppositional consciousness and bridgework for equity and social justice. In C. Schlein & B. Garii (Eds.), A reader of narrative and critical lenson intercultural teaching and learning (pp. 33–52). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Sleeter, C. E. (Ed.). (1991). Empowerment through multicultural education. New York: SUNY Press.

    Google Scholar 

  • Smolcic, E., & Katunich, J. (2017). Teachers crossing borders: A review of the research into cultural immersion field experience for teachers. Teaching and Teacher Education,62, 47–59.

    Article  Google Scholar 

  • Smolcic, E., & Martin, D. (2017). Expanding teachers’ intercultural and linguistic competencies: Immersion in Ecuador. In J. Jackson & S. Oguro (Eds.), Intercultural interventions in study abroad. New York, NY: Routledge.

    Google Scholar 

  • Sobel, D. (2004). Place-based education: Connecting classroom and community. Nature and Listening,4(1), 1–7.

    Google Scholar 

  • Stengel, B. S., & Casey, M. E. (2013). “Grow by looking”: From moral perception to pedagogical responsibility. Teachers College Record,115(13), 116–135.

    Article  Google Scholar 

  • Tatum, B. D. (1997). “Why are all the black kids sitting together in the cafeteria?” And other conversations about race. New York, NY: Basic Books.

    Google Scholar 

  • Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.

    Google Scholar 

  • Urrieta, L. (2010). Working from within: Chicana and Chicano activist educators in whitestream schools. Tucson: University of Arizona Press.

    Google Scholar 

  • U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Local education agency universe survey,” 2015–2016. See Digest of Education Statistics 2017, table 204.20.

    Google Scholar 

  • Valencia, R. R. (1997). The evolution of deficit thinking: Educational thought and practice. London: Psychology Press.

    Google Scholar 

  • Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. New York, NY: Routledge.

    Google Scholar 

  • Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: State University of New York Press.

    Google Scholar 

  • Villegas, A. M., SaizdeLaMora, K., Martin, A. D., & Mills, T. (2018). Preparing future mainstream teachers to teach English language learners: A review of the empirical literature. The Educational Forum,82(2), 138–155.

    Article  Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky, Volume 1: Problems of general psychology (pp. 39–285). New York: Plenum Press (Original work published 1934).

    Google Scholar 

  • Walker, A., Shafer, J., & Iiams, M. (2004). “Not in my classroom”: Teacher attitudes towards English language learners in the mainstream classroom. NABE Journal of Research and Practice,2(1), 130–160.

    Google Scholar 

  • Zeichner, K. (2010). Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher education in the US. Teaching and Teacher Education: An International Journal of Research and Studies, 20(8), 1544e1552.

    Google Scholar 

  • Zeichner, K. M. (2016). Advancing social justice and democracy in teacher education: Teacher preparation 1.0, 2.0, and 3.0. Kappa Delta Pi Record, 52(4), 150–155.

    Google Scholar 

  • Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Zeichner, K. M., Bowman, M., Guillen, L., & Napolitan, K. (2016). Engaging and working in solidarity with local communities in preparing the teachers of their children. Journal of Teacher Education,67(4), 277–290.

    Article  Google Scholar 

  • Zemach-Bersin, T. (2009). Selling the world: Study abroad marketing and the privatization of global citizenship. In R. Lewin (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship (pp. 303–320). New York, NY: Routledge.

    Google Scholar 

  • Zembylas, M. (2007). Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching. Teaching and Teacher Education,23, 355–367.

    Article  Google Scholar 

  • Zong, J., Batalova, J., & Burrows, B. (2019, March 14). Frequently requested statistics on immigrants and immigration in the United States. Washington: Migration Policy Institute.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Pennsylvania State University, University Park, PA, USA

    Elizabeth Smolcic

  2. Pennsylvania State University, Brandywine, Media, PA, USA

    Daniela Martin

Authors
  1. Elizabeth Smolcic
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Daniela Martin
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Elizabeth Smolcic .

Editor information

Editors and Affiliations

  1. Pennsylvania State University, Brandywine, Media, PA, USA

    Daniela Martin

  2. Pennsylvania State University, University Park, PA, USA

    Elizabeth Smolcic

Rights and permissions

Reprints and permissions

Copyright information

© 2019 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Smolcic, E., Martin, D. (2019). Cultural/Linguistic Immersion in Teacher Preparation for Emergent Bilingual Learners: Defining a New Space for Asset-Based Pedagogies. In: Martin, D., Smolcic, E. (eds) Redefining Teaching Competence through Immersive Programs. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-24788-1_1

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-24788-1_1

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-24787-4

  • Online ISBN: 978-3-030-24788-1

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation