A professor and moral philosopher at the University of Massachusetts-Boston who performed a four-year study teaching a course on race and racism at Cambridge Ringe and Latin Public School (CRLS) in Cambridge, MA. His subsequent book, High Schools, Race, and America’s Future (2012) AU25: The in-text citation "High Schools, Race, and America’s Future (2012)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , offers an account of his experiences teaching at CRLS during this time.
Published in Chapter:
Considering Diversity in L2 Teacher Education
Sheri K. Dion (University of New Hampshire, USA)
Copyright: © 2019
|Pages: 21
DOI: 10.4018/978-1-5225-8543-5.ch008
Abstract
This chapter presents a discussion of how teacher candidates can develop an awareness of linguistic and cultural diversity and supports students of diverse backgrounds in second language (L2) teaching. Buoyed with a narrative inquiry involving 17 L2 teachers at one independent secondary school in the Northeastern United States, Geneva Gay's culturally responsive teaching is recast, integrating cultural, racial, and ethnic diversity in L2 curricula. Although many teacher participants reported incorporating student background as a resource in informal ways, few teachers (3 of 17) reported formally integrating activities into L2 curricula that supported students in this way. This finding suggests that knowledge of the relevance of student diversity as a resource may also be underrepresented in L2 practices, and implications for L2 teaching and teacher candidates are discussed. Following this examination, the chapter offers a guiding activity that teacher candidates can develop to explore diversity and inform teaching practices.