Titlebook: Redefining Teaching Competence through Immersive Programs; Practices for Cultur Daniela Martin,Elizabeth Smolcic Book 2019 The Editor(s) (i

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Cultural/Linguistic Immersion in Teacher Preparation for Emergent Bilingual Learners: Defining a Neolonizing 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 fo

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,“Nested Interculturality”: Dispositions and Practices for Navigating Tensions in Immersion Experienment that can be used to navigate tensions often experienced in cultural and linguistic immersion experiences. The conceptualization of “nests” foregrounds an ecological and dynamic view of interculturality in which both cultivation/growth and precariousness/risk are negotiated simultaneously in par

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Decolonizing Teacher Education in Immersion Contexts: Working with Space, Place and Boundaries,.g., Dei, 2007), many of their practices continue to be colonizing (Tuck & Yang, 2012) unwittingly harming the bodies and minds of the Other (Thiong’o, 1987). Drawing on theory developed through our long-term engagement with pre-service teachers in a course with a critical immersive component, we pr

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,Ontario’s K-12 International Education Strategy: Policy Impacts on Teacher Education for Internatiokers in supporting this endeavor. This chapter focuses on the enactment of Ontario’s K-12 international education strategy by four key policy actors: the Ontario Ministry of Education, the College of Teachers, School Boards and Faculties of Education in realizing (or not) the internationalization of

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,“Maybe What We’ve Done Here in Antigua Is Just the Thing to Combat Global Inequity”: Developing TeaSA) program that took undergraduate education students from Texas to Antigua, Guatemala. The program was designed to prepare preservice teachers to teach in linguistically and culturally diverse classrooms. We drew on the Guatemalan immersion context to support teachers’ development of robust unders

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Teachers Navigating Cultural and Linguistic Differences: Building Empathy Through Participation in on in an immersive TESL education program. Based on our experiences as two developing educators representing different levels of professional experience, teaching contexts, and classroom demographics, we argue that participation in immersive programs better prepares teachers to teach in any context

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Decolonizing Identities of Teachers of Color Through Study Abroad: Dreaming Beyond Assumptions, Towese programs is Whites, who comprise about 80% of the teacher workforce in the U.S. This chapter, however, explores how a Mexico-based study abroad program—one that engages indigenous knowledge while partnering with a Freirian language school—helps decolonize the identities of teachers of color. Thr