Edited by David Schwarzer, Montclair State University, Mary Petron, Sam Houston State University, and Christopher Luke, Ball State University A volume in Research in Second Language Learning JoAnn Hammadou Sullivan, Series Editor "Research Informing Practice-Practice Informing Research: Innovative Teaching Methodologies for World Language Educators" is an edited volume that focuses on innovative, nontraditional methods of teaching and learning world languages. Using teacher-research projects, each author in the volume guides readers through their own personal journey and exploration of teaching methods, novelty, risk-taking, and reflection. Chapters include guiding questions, vignettes, and thick descriptions of classroom-based research in an assortment of instructional settings. Theoretical issues and an array of practical applications are presented, as well as additional research opportunities and guidelines for implementation in a variety of teaching and learning venues. While not professing to be a panacea for world language learning, this book provides various lines of theory, research, and practice as they interact with each other through teacher-research narratives. As a well-known African proverb asserts, "It takes a village to raise a child." Similarly, it takes a village to develop a master teacher, and it takes a community to create an exceptional classroom. Throughout this volume, authors share their voices, experiences, and expertise as a means of strengthening the village. They then invite readers to embark on their own methodological journeys. The text thus serves as a stimulus for further discussion and pedagogical development in world language settings. Teachers and researchers are challenged to think critically and reflectively about world language education, encouraged to design innovative methods, approaches, and techniques for their world language classes, and ultimately asked to share their findings with students, parents, peers, communities, and the village.

Edited by David Schwarzer, Montclair State University, Mary Petron, Sam Houston State University, and Christopher Luke, Ball State University A volume in Research in Second Language Learning JoAnn Hammadou Sullivan, Series Editor "Research Informing Practice-Practice Informing Research: Innovative Teaching Methodologies for World Language Educators" is an edited volume that focuses on innovative, nontraditional methods of teaching and learning world languages. Using teacher-research projects, each author in the volume guides readers through their own personal journey and exploration of teaching methods, novelty, risk-taking, and reflection. Chapters include guiding questions, vignettes, and thick descriptions of classroom-based research in an assortment of instructional settings. Theoretical issues and an array of practical applications are presented, as well as additional research opportunities and guidelines for implementation in a variety of teaching and learning venues. While not professing to be a panacea for world language learning, this book provides various lines of theory, research, and practice as they interact with each other through teacher-research narratives. As a well-known African proverb asserts, "It takes a village to raise a child." Similarly, it takes a village to develop a master teacher, and it takes a community to create an exceptional classroom. Throughout this volume, authors share their voices, experiences, and expertise as a means of strengthening the village. They then invite readers to embark on their own methodological journeys. The text thus serves as a stimulus for further discussion and pedagogical development in world language settings. Teachers and researchers are challenged to think critically and reflectively about world language education, encouraged to design innovative methods, approaches, and techniques for their world language classes, and ultimately asked to share their findings with students, parents, peers, communities, and the village.

Bilingualism and Bilingual Education: Conceptos Fundamentales explores relevant concepts of bilingualism for pre-service Spanish/English bilingual teachers in the United States. This volume is reader friendly while presenting complex theoretical content. It is the first of its kind to seamlessly switch between English and Spanish languages for academic purposes. This book fills a gap in the academic literature related to translanguaging as a modern and global phenomenon. The authors invite bilingual educators to develop translingual classrooms with bilingual students in which academic English and Spanish are intentionally mixed. Volume contributors center their discussions on theory, practice, and action as they reflect on their own bilingual journeys. Features such as glossary terms, discussion questions, and intentional reflection on each author's bilingual journey make it innovative and a must read in all bilingual teacher preparation programs in the nation.

Bilingualism and Bilingual Education: Conceptos Fundamentales explores relevant concepts of bilingualism for pre-service Spanish/English bilingual teachers in the United States. This volume is reader friendly while presenting complex theoretical content. It is the first of its kind to seamlessly switch between English and Spanish languages for academic purposes. This book fills a gap in the academic literature related to translanguaging as a modern and global phenomenon. The authors invite bilingual educators to develop translingual classrooms with bilingual students in which academic English and Spanish are intentionally mixed. Volume contributors center their discussions on theory, practice, and action as they reflect on their own bilingual journeys. Features such as glossary terms, discussion questions, and intentional reflection on each author's bilingual journey make it innovative and a must read in all bilingual teacher preparation programs in the nation.

Understanding Glocal Contexts: What Every Novice Teacher Needs to Know is an edited volume that is a part of a book series mostly designed to help undergraduate students determine if joining the teaching profession is for them. This book focuses on the historical and sociocultural foundations of education and its importance for novice teachers. It also provides the global and local (glocal) foundations for understanding the current context of public education, utilizing historical, sociological, cultural, and economic and political sciences contexts and perspectives.

This edited volume provides novice teachers with a practical guide to help them transition from teacher education students to independent, reflective and autonomous classroom teachers. It also serves as a scaffolding tool for mentor teachers assigned to support novice teachers during their first years in the field. Novice teachers can use this comprehensive resource as a way to connect the overarching conceptual themes and big ideas from their Teacher Education courses to their classroom practices. This book is designed to encourage novice teachers to make more intentional and pedagogically sound decisions during their beginning teaching experiences, whether it is fieldwork observations, student teaching, or the first years in the classroom. The book covers a variety of issues, including: getting to know your students, families and communities; curriculum development; and pedagogical decisions. Each of these sections contain specific chapters devoted to a particular concept such as assessment, instruction for diversity, integrating technology across the curriculum, action research and more. This book serves as a bridge between pedagogical theory and the realities of the 21st century classroom.

This edited volume provides novice teachers with a practical guide to help them transition from teacher education students to independent, reflective and autonomous classroom teachers. It also serves as a scaffolding tool for mentor teachers assigned to support novice teachers during their first years in the field. Novice teachers can use this comprehensive resource as a way to connect the overarching conceptual themes and big ideas from their Teacher Education courses to their classroom practices. This book is designed to encourage novice teachers to make more intentional and pedagogically sound decisions during their beginning teaching experiences, whether it is fieldwork observations, student teaching, or the first years in the classroom. The book covers a variety of issues, including: getting to know your students, families and communities; curriculum development; and pedagogical decisions. Each of these sections contain specific chapters devoted to a particular concept such as assessment, instruction for diversity, integrating technology across the curriculum, action research and more. This book serves as a bridge between pedagogical theory and the realities of the 21st century classroom.

Promoting Global Competence and Social Justice in Teacher Education reconceptualizes the purpose of education to include the attainment of global or cosmopolitan perspectives. This goal has important implications for how we not only educate today's students, but also how we prepare teachers to teach in a diverse and complex world in which habits of perspective, inquiry, imagination, empathy, communication, commitment, humility, integrity, and judgment increasingly resonate in importance. This book advocates for preparing teacher candidates to acquire a nuanced, global perspective of their subject areas and be prepared to handle the demands of educating students for our changing global context. To this end, Promoting Global Competence and Social Justice in Teacher Education encourages the development of pedagogical strategies that will enable students to consider multiple perspectives and cultivate respect for diverse peoples and cultures.

Promoting Global Competence and Social Justice in Teacher Education reconceptualizes the purpose of education to include the attainment of global or cosmopolitan perspectives. This goal has important implications for how we not only educate today's students, but also how we prepare teachers to teach in a diverse and complex world in which habits of perspective, inquiry, imagination, empathy, communication, commitment, humility, integrity, and judgment increasingly resonate in importance. This book advocates for preparing teacher candidates to acquire a nuanced, global perspective of their subject areas and be prepared to handle the demands of educating students for our changing global context. To this end, Promoting Global Competence and Social Justice in Teacher Education encourages the development of pedagogical strategies that will enable students to consider multiple perspectives and cultivate respect for diverse peoples and cultures.