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Critical Literacy Pedagogy for Bilingual Preservice Teachers

Exploring Social Identity and Academic Literacies

  • Hyesun Cho

Table of contents

  1. Front Matter
    Pages i-xvi
  2. Hyesun Cho
    Pages 1-15
  3. Hyesun Cho
    Pages 17-33
  4. Hyesun Cho
    Pages 35-56
  5. Hyesun Cho
    Pages 191-220

About this book

Introduction

This book presents a participatory action research study exploring the social identity and academic literacies of bilingual preservice teachers. It describes the transformative experiences of undergraduate students during their participation in a program specially designed to develop bilingual teachers in Hawaii, USA. Further, it discusses how the curriculum and instruction in the classroom provide a ‘third space’ for facilitating peer interaction and critical reflection on such issues as academic literacy, heritage language education, and teacher identity. In doing so, it connects ideas of social identity and academic literacies of bilingual preservice teachers to the “real work” of mentoring and teaching PreK-12 students themselves.

Keywords

Bilingual Preservice Teachers Social Identity Community of Practice Academic Literacy Critical Academic Literacy Critical Pedagogy TESOL bilingual education

Authors and affiliations

  • Hyesun Cho
    • 1
  1. 1.Department of Curriculum and TeachingThe University of KansasLawrenceUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-981-10-7935-1
  • Copyright Information Springer Nature Singapore Pte Ltd. 2018
  • Publisher Name Springer, Singapore
  • eBook Packages Education
  • Print ISBN 978-981-10-7934-4
  • Online ISBN 978-981-10-7935-1
  • Buy this book on publisher's site