Editorial: Community-based Pedagogies and Literacies in Language Teacher Education: Promising Beginnings, Intriguing Challenges

Judy Sharkey

doi:10.17533/udea.ikala.11519

Auteurs-es

Judy Sharkey University of New Hampshire

DOI :

https://doi.org/10.17533/udea.ikala.11519

Mots-clés :

.

|Résumé

= 379 veces | PDF (ENGLISH)

= 146 veces|

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Biographie de l'auteur-e

Judy Sharkey, University of New Hampshire

holds a Ph.D. in Curriculum and Instruction from Pennsylvania State University. She currently works as associate professor at University of New Hampshire, Manchester, USA.

Références

Albuja, S., & Ceballos, M. (2010). Urban displacement and migration in Colombia. Forced Migration Review, 34, 10-11.

Barton, D., Hamilton, M., & Ivanic, R. (2000). Situated literacies: Reading and writing in context. New York, NY: Routledge.

Block, D. (2006). Multilingual identities in a global city:

London stories. New York, NY: Palgrave MacMillan.

Canagarajah, S. (2006). TESOL at forty: What are the issues? TESOL Quarterly, 40(1), 9-34.

Freire, P. (1988). Pedagogy of the oppressed. New York, NY: Continuum.

Gee, J. (2004). Situated language and learning. New York, NY: Routledge.

González, A. (2007). Professional development of teachers in Colombia: Between colonial and academic practices. Íkala, revista de lenguaje y cultura, 12(18), 309-332.

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.

Murrell, P. (2001). The community teacher: A new framework for effective urban teaching. New York, NY: Teachers College Press.

Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Longman/Pearson Education.

Suárez-Orozco, C., Suárez-Orozco, M., & Todorova, I. (2008). Learning a new land: Immigrant students in American society. Cambridge, MA: Harvard University Press.

Sharkey, J., & Clavijo-Olarte, A. (2012). Community-based pedagogies: Projects and possibilities in Colombia and the US. In A., Honigsfeld, & A. Cohen (Eds). Breaking the mold of education for culturally and linguistically diverse students: Innovative and successful practices for 21st century schools. Lantham, MD: Rowman and Littlefield.

Sharkey, J., & Clavijo-Olarte, A. (forthcoming). Promoting the value of local knowledge in ESL/EFL teacher education through community-based fieldwork. In C., Reichman, & B., Medrado (Eds.). Práticas e projetos de formação de professors de inglés.

Sharkey, J., Girolimon, L, Meyer, S., & Proulx, T. (2012). University-community partnerships to support teachers, refugee students and families. Presentation at the 46th Annual TESOL Convention, Philadelphia, PA. March 2012.

TESOL/NCATE. (2010). TESOL/NCATE standards for the recognition of initial TESOL programs in P-12 ESL teacher education. Alexandria, VA: TESOL

Wright, W. (2005). Evolution of federal policy and implications of No Child Left Behind or language minority students. Tempe, AZ: Arizona State University.