Overview
- Illustrates the range of immersive experiences available to teachers, and critically examines the aims and outcomes of such programmes
- Explores how culturally and linguistically responsive pedagogies - already foundational to teaching emergent bilinguals - can pave the way to intercultural competencies
- Argues that teachers with intercultural experience are uniquely positioned to bridge academic and social gaps between host and immigrant communities and model relationships across differences
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Table of contents (11 chapters)
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Front Matter
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Back Matter
Keywords
- Teaching English to Speakers of Other Languages (TESOL)
- English as a Foreign Language (EFL)
- English as a Second Language (ESL)
- place-based education
- second language teacher education
- social justice education
- immersion
- bilingual education
- bicultural education
- pedagogy
- competence
- English dominance
- english
- bilingualism
About this book
This edited book examines how teacher education utilises international immersion and field teaching (or service-learning) experience to develop teachers’ global, multilingual and intercultural competencies, in preparation for entering today’s culturally and linguistically diverse classrooms. Through a series of theory-based case studies, the authors demonstrate how teachers’ awareness of social inequities and responsive actions, the ability to bridge one’s own and others’ perspectives, and understanding of key principles of second language learning are pedagogical concepts and skills that become ever more essential across all mainstream K-12 educational contexts. The chapters bring together the voices of teacher educators, intercultural learning theorists and pre- and in-service teachers to identify threads of practice and theory that can be applied within teacher education more broadly. This book will be of interest to academics, instructors and graduate students in the fields of teacher education, language learning, intercultural communication and social justice education.
Reviews
Editors and Affiliations
About the editors
Daniela Martin is Associate Professor of Psychology at the Pennsylvania State University, USA. Her research ranges from a focus on identity development among diverse students and the contexts of multicultural and ESL education to student development during study abroad, and pedagogical principles that sustain our increasingly diverse schools.
Elizabeth Smolcic is Associate Professor of Education at the Pennsylvania State University, USA. She has led the Teaching ESL Certificate Programme with Immersion in Ecuador programme for over 15 years. Her scholarly interests include teacher education for multilingual/ multicultural realities and building fully reciprocal relationships in study abroad and home community contexts.
Bibliographic Information
Book Title: Redefining Teaching Competence through Immersive Programs
Book Subtitle: Practices for Culturally Sustaining Classrooms
Editors: Daniela Martin, Elizabeth Smolcic
DOI: https://doi.org/10.1007/978-3-030-24788-1
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2019
Hardcover ISBN: 978-3-030-24787-4Published: 15 October 2019
Softcover ISBN: 978-3-030-24790-4Published: 15 October 2020
eBook ISBN: 978-3-030-24788-1Published: 03 October 2019
Edition Number: 1
Number of Pages: XVII, 321
Number of Illustrations: 3 b/w illustrations, 1 illustrations in colour
Topics: Language Teaching, Language Education, Intercultural Communication, Teaching and Teacher Education, English, Bilingualism