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Critical Pre-service Intersections: Parental Engagement in EAL/D Contexts

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Multilingual Education Yearbook 2020

Part of the book series: Multilingual Education Yearbook ((MEYB))

Abstract

Preparation of pre-service teachers for parental engagement has struggled to find a consistent foothold within teacher education programs. A focus on EAL/D contexts brings many of the barriers and opportunities affecting parental engagement preparation into sharp focus, especially aspects confounded by neoliberal influences in teaching and learning such as the development of teacher professional capabilities requiring deeper relationality. This chapter draws on staple educational theories in teacher education programs, research literature, and relevant policy to contextualize the perspectives of three teacher educators on the place of parental engagement in addressing the demands of classrooms characterized by linguistic diversity. Issues at the intersection of these two important areas of teacher education, parental engagement in EAL/D contexts, are foregrounded and opportunities are identified for embedding effective preparation of preservice teachers to engage with these issues through a thematic approach.

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Authors and Affiliations

  1. Deakin University, 221 Burwood Hwy, Burwood, VIC, 3125, Australia

    Luke Cuttance

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  1. Luke Cuttance
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Correspondence to Luke Cuttance .

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Editors and Affiliations

  1. School of Foreign Languages, Beijing Normal University, Tangjia, Zhuhai, Guangdong, China

    Wenhao Tao

  2. School of Education, Deakin University, Burwood, VIC, Australia

    Indika Liyanage

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Cuttance, L. (2020). Critical Pre-service Intersections: Parental Engagement in EAL/D Contexts. In: Tao, W., Liyanage, I. (eds) Multilingual Education Yearbook 2020. Multilingual Education Yearbook. Springer, Cham. https://doi.org/10.1007/978-3-030-41211-1_2

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  • DOI: https://doi.org/10.1007/978-3-030-41211-1_2

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