Through a critical-ecological lens, this book examines how to prepare preservice teachers to be resourceful and responsive practitioners in addressing the intellectual needs of children often labeled as "culturally and linguistically diverse." It explores a comprehensive re-design of a teacher education program grounded in research on the complex factors that affect the teaching and learning of linguistically and culturally diverse children. Re-Designing Teacher Education for Culturally and Linguistically Diverse Students challenges hegemonic cultural and linguistic norms, quantitative and static views of "resources," the impact of U.S. education policy, and the limited attention to the agency, identities, and strategic actions of diverse students and their families.

Through a critical-ecological lens, this book examines how to prepare preservice teachers to be resourceful and responsive practitioners in addressing the intellectual needs of children often labeled as "culturally and linguistically diverse." It explores a comprehensive re-design of a teacher education program grounded in research on the complex factors that affect the teaching and learning of linguistically and culturally diverse children. Re-Designing Teacher Education for Culturally and Linguistically Diverse Students challenges hegemonic cultural and linguistic norms, quantitative and static views of "resources," the impact of U.S. education policy, and the limited attention to the agency, identities, and strategic actions of diverse students and their families.

Although Cooperative Learning has steadily grown in popularity in second-language classrooms, few resources are available that cover the topic in depth. Cooperative Learning in Second Language Teaching is a comprehensive overview, suitable for MA TESOL programs and for in-service teachers. Part I provides a grounding for collaborative/cooperative learning by discussing the educational research, issues that surround its implementation, and how it relates to theories of second language learning. Part II is a series of six narrative chapters written by teachers from around the world. These teachers share their experiences using cooperative learning in their classrooms, demonstrating the effectiveness of this approach, in both second and foreign language contexts, for elementary, secondary and post-secondary levels of instruction. An appendix outlining the techniques in these chapters is also included.