Publication Date
3-1-2024
Abstract
In this paper, we bridge fields of English as a Second Language, Bilingual, and World Language teacher education through curricular innovation in methods coursework for future Chinese language teachers. We apply a language curricularization framework to analyze theoretical, ideological, political, and contextual factors underlying connections and distinctions across disciplinary borders and to guide collaboration within a language equity lens. Our work indicates the affordances of translanguaging approaches, a multilingual turn, and critical curricular analysis in preparing critically conscious language educators.
Recommended Citation
Hamilton, Colleen and Chen, Xiaoning
(2024)
"Border-Crossing in Language Teacher Education,"
Dimensions: Vol. 59, Article 3.
Available at:
https://digitalcommons.kennesaw.edu/dimensions/vol59/iss1/3