Critical Dialogic TESOL Teacher Education

Fares J. Karam is Associate Professor of TESOL at the University of Nevada, Reno, USA. Amanda K. Kibler is Professor in the College of Education at Oregon State University, USA.

List of Figures
List of Tables
List of Contributors
Series Editor Foreword
Acknowledgements
Introduction: A Vision for Critical Dialogic Education within the Context of TESOL Teacher Education, Fares J. Karam (University of Nevada, USA) and Amanda K. Kibler (Oregon State University, USA)
Part I: Reimagining Curricula and Pedagogies to Prepare Dialogic and Critical Tesol Professionals
1. The Role of Curriculum in the Development of Teacher Expertise to Enact Critical Dialogic Education, Aída Walqui (WestEd, USA)
2. Sustaining a Holistic Stance or not?: Language and Language Pedagogies In Teacher Education, Laura D. Turner and María E. Fránquiz (University of Texas at Austin, USA)
3. Cultivating Pre-Service Language Teachers’ Critical Multilingual Language Awareness: A Macau Perspective, Rui Eric Yuan, Kailun Wang, and Jiahui Li (University of Macau, China)
Part 1 Commentary: How Critical Dialogic Education Can Contribute to Equity-Oriented Pedagogy and Curriculum, Megan Madigan Peercy (University of Maryland, USA)
Part II: Reimagining the Roles of Teacher Candidates and Teacher Educators
4. “I Just Really Want to Focus on Expressing How Valuable Each Student Is”: Impact of Collaborative Exploration of Problems of Practice on Teachers' Visions of Critical Dialogic Education, Heather M. Meston and Emily Phillips Galloway (Vanderbilt University, USA)
5. Critical Reflections on Dialogic Education and Practice: A Duoethnographic Approach by Teacher Educators, Naashia Mohamed, Christine Biebricher, and Rosemary Erlam (The University of Auckland, New Zealand)
6. Towards More Inclusive Classroom Practices in the Turkish EFL Contexts: A Case Study on the Integration of Critical and Dialogic Approaches to Field Placement, Ayse Kizildag (Aksaray University, Turkey) and Isil Günseli Kaçar (Middle East Technical University, Turkey)
Part 2 Commentary: Reimagining the Roles of Teacher Candidates and Teacher Educators: How Identities, Voices, and Power Are Taught and Learned, Camille Ungco and Manka Varghese (University of Washington, USA)
Part III: Reimagining Online TESOL Teacher Education: Creating Dialogic and Critical Online Spaces
7. Creating a Dialogic Online Space for Preparing Critically Reflective TESOL Professionals: A Self-Study, Guofang Li (University of British Columbia, Canada) and Yue Bian (University of Washington, Bothell, USA)
8. Interrogating Raciolinguistic Ideologies through Role-Play: A Critical Dialogic Approach, Fares J. Karam (University of Nevada, Reno; USA) and Amanda K. Kibler (Oregon State University, USA)
Part 3 Commentary: Reimagining Online TESOL Teacher Education: Creating Dialogic and Critical Online Spaces, Yasemin Tezgiden-Cakcak (Middle East Technical University)
Conclusion: Towards A Future CDE Research Agenda, Amanda K. Kibler (Oregon State University, USA) and Fares J. Karam (University of Nevada, Reno; USA)
Index