TY  - BOOK
AU  - Martínez-Álvarez,Patricia
TI  - Teacher education for inclusive bilingual contexts: collective reflection to support emergent bilinguals with and without disabilities 
T2  - Routledge research in teacher education
SN  - 9781003112259
U1  - 370.117/5 
PY  - 2022///
CY  - New York, NY
PB  - Routledge
KW  - Education, Bilingual
KW  - Inclusive education
KW  - Teachers
KW  - Training of
KW  - EDUCATION / Bilingual Education
KW  - bisacsh
KW  - EDUCATION / Special Education / General
N2  - "This text demonstrates how collective reflection can function as a central part of effective teacher preparation for work in inclusive bilingual environments. Through analysis of rich qualitative data, Teacher Education for Inclusive Bilingual Contexts shows how group reflection supports pre-service educators to recognize the intersectional challenges faced by students, and understand their identities beyond the confines of disability. This, in turn, engenders reconceptualization of standardized expectations and implicates the educator in developing student agency through individualized use of routine, language, and materials. The author offers Cultural Historical Activity Theory (CHAT) and Disability Studies in Education (DSE) as a basis for dialectal interactions to unearth contradictions and misunderstandings surrounding language acquisition and the learning of emergent bilinguals, and highlight the ways in which educators can disrupt oppressive practices through expansive learning practices. This insightful volume will be of interest to researchers, scholars, and postgraduate students in the fields of inclusive education and disability studies, bilingual and language education, and teacher education"--
UR  - https://www.taylorfrancis.com/books/9781003112259
ER  -