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Preparing to Teach Newcomer Students: The Significance of Critical Pedagogy and the Study of Ideology in Teacher Education


by Lilia I. Bartolomé — 2010

This chapter chronicles the curricular efforts in one applied linguistics graduate department to prepare prospective and current language-teachers to work more effectively with non-white, low socioeconomic (SES) immigrants and other linguistic minority students from subordinated cultural groups by infusing the explicit study of ideology and its role in teacher preparation into the course of study. Since most language teachers will likely work with these students, it is important that teachers understand that there are political and ideological dimensions to English as a Second Language (ESL) and Sheltered English (SE) education that, in most instances, may adversely impact their work.


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This article originally appeared as NSSE Yearbook Vol 109. No. 2.


Cite This Article as: Teachers College Record Volume 112 Number 14, 2010, p. 505-526
http://www.tcrecord.org ID Number: 18492, Date Accessed: 10/20/2017 3:17:15 AM

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About the Author
  • Lilia Bartolomé
    University of Massachusetts, Boston
    E-mail Author
    LILIA I. BARTOLOMÉ is Professor of Applied Linguistics at the University of Massachusetts at Boston. As a teacher educator, Bartolomé’s research interests include the preparation of effective teachers of minority and second language learners in multicultural contexts. She has published the following books: Ideologies in Education: Unmasking the Trap of Teacher Neutrality; The Misteaching of Academic Discourses; Immigrant Voices: In Search of Pedagogical Equity (with Henry Trueba), and Dancing with Bigotry: The Poisoning of Culture (with Donaldo Macedo).
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