MACMILLAN Redefining Teaching Competence through Immersive Programs: Practices for Culturally Sustaining Classrooms

This edited book examines how teacher education utilises international immersion and field teaching (or service-learning) experience to develop teachers’ global, multilingual and intercultural competencies, in preparation for entering today’s culturally and linguistically diverse classrooms. Through a series of theory-based case studies, the authors demonstrate how teachers’ awareness of social inequities and responsive actions, the ability to bridge one’s own and others’ perspectives, and understanding of key principles of second language learning are pedagogical concepts and skills that become ever more essential across all mainstream K-12 educational contexts. The chapters bring together the voices of teacher educators, intercultural learning theorists and pre- and in-service teachers to identify threads of practice and theory that can be applied within teacher education more broadly. This book will be of interest to academics, instructors and graduate students in the fields of teacher education, language learning, intercultural communication and social justice education. Review “Smolcic and Martin explore immersive experiences in linguistically and culturally diverse settings to transform and decolonize the teacher education curriculum. In contrast with a traditional practicum or study abroad experience, which may overlook the global colonial histories of candidates’ educational contexts, the editors advocate for transnational immersive experiences that are asset-based, language-focused, and promote social justice through culturally sustaining pedagogies. This collection is a must-read for all teachers and teacher educators in PK12 contexts.” (Baburhan Uzum, Associate Professor, Sam Houston State University, USA) From the Back Cover  "A timely book - broadly insightful, challenging, targeted, and practically useful."-- Fred Hamel, University of Puget Sound, USA This edited book examines how teacher education utilises international immersion and field teaching (or service-learning) experience to develop teachers’ global, multilingual and intercultural competencies, in preparation for entering today’s culturally and linguistically diverse classrooms. Through a series of theory-based case studies, the authors demonstrate how teachers’ awareness of social inequities and responsive actions, the ability to bridge one’s own and others’ perspectives, and understanding of key principles of second language learning are pedagogical concepts and skills that become ever more essential across all mainstream K-12 educational contexts. The chapters bring together the voices of teacher educators, intercultural learning theorists and pre- and in-service teachers to identify threads of practice and theory that can be applied within teacher education more broadly. This book will be of interest to academics, instructors and graduate students in the fields of teacher education, language learning, intercultural communication and social justice education. Daniela Martin is Associate Professor of Psychology at the Pennsylvania State University, USA. Her research ranges from a focus on identity development among diverse students and the contexts of multicultural and ESL education to student development during study abroad, and pedagogical principles that sustain our increasingly diverse schools. Elizabeth Smolcic is Associate Professor of Education at the Pennsylvania State University, USA. She has led the Teaching ESL Certificate Programme with Immersion in Ecuador programme for over 15 years. Her scholarly interests include teacher education for multilingual/ multicultural realities and building fully reciprocal relationships in study abroad and home community contexts. About the Author Daniela Martin is Associate Professor of Psychology at the Pennsylvania State University, USA. Her research ranges from a focus on identity development among diverse students and the contexts