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Thos book introduces the principles of antiracist teaching in ESOL settings. Addressing questions of power and privilege in the classroom, this book confronts linguistic racism to provide preservice educators with frameworks, examples, lessons, and strategies for promoting linguistic equity and supporting multilingual learners.
Luciana C. de Oliveira, Ph.D. is Associate Dean for Academic Affairs and Graduate Studies and a Professor in the School of Education at Virginia Commonwealth University. Karen L. Terrell, Ph.D. is the Assistant Professor of Mathematics Education at Loyola University Maryland and a Faculty Associate of Loyola's Center for Equity, Leadership, and Social Justice in Education.
Contents Introduction: Preparing Antiracist ESOL Professionals Luciana C. de Oliveira and Karen L. Terrell Section 1: Teacher Preparation for Antiracist Classrooms Re-envisioning English Language Teacher Preparation for Equity and Social JusticeFabiola P. Ehlers-Zavala Racial literacy development of pre-service teachers: Exploring race, culture, language and privilege through TESOL course workRabia Hos and Lisya Seloni Bilingualism in the Public Eye: A Dialogic Approach to Anti-Racist Teacher PreparationChris Montecillo Leider and Christina L. Dobbs Section 2: Professional Development to Address Antiracism CRT & LRP: Investigating Content-teacher Perspectives of the Intersectionality of Race and Language for Antiracist ESOL PracticeKaren L. Terrell, Joy Beatty, and Kara Viesca Developing Culturally & Linguistically Sustaining ESOL Pedagogies through SFL Professional DevelopmentKelly-Ann Cooney and Ruslana Westerlund Section 3: Other Antiracist Conversations in the Field Decolonizing Bilingual Education: An Antiracist Approach to Language Teaching and LearningBruno Andrade and Luciana C. de Oliveira Social Justice and Racial Discrimination Understandings in a Colombian EFL classroom: A decolonial Antiracist ApproachNancy E. Carvajal Medina, Mariana Ramírez Sánchez, and Yesenia Escobar Espitia Adult ELLs Matter: Antiracism in the English Language Education of Adults in the USMary Romney-Schaab and Federico Salas-Isnardi AfterwordKisha C. Bryan Jordan
