Beyond Sociolinguistics: Towards a Critical Approach to Cultural and Linguistic Diversity in Teacher Education

Qualitative Interviews in Applied Linguistics: From Research Instrument to Social Practice

“…These data were used to present the thoughts and beliefs of two Taiwanese preservice L2 English teachers during and following a poststructuralist pronunciation pedagogy course, as they confronted such (language) ideologies as the native speaker myth and worked to "assert their right" (p. 514) to teach English pronunciation. Similarly, interview data were supplemented by language autobiographies in Haddix's (2008) insightful study of two White, monolingual-English teacher candidates in a sociolinguistics course. L. Taylor's (2006) short-term study of the experiences of a group of racially and ethnically diverse high school ESL students in a "Freirean-styled, antidiscrimination leadership camp" (p. 520) also relied heavily on interview data, as did K. King and Ganuza's (2005) ethnographic investigation into the national, ethnic, and linguistic identifications of Chilean-Swedish transmigrant youth, as manifested in interview talk.…”

Cultivating Racial and Linguistic Diversity in Literacy Teacher Education

“…The first suggests that the gap can be remedied by developing the attitudes and multicultural knowledge of predominantly White, female preservice teachers. The majority of literature on preservice teacher education in the context of the United States focuses on the need to prepare an increasingly White, female, middle-class, and English-monolingual teaching force to effectively teach a growing culturally and linguistically diverse student population (Godley et al, 2006;Godley & Escher, 2012;Gomez, 1993Gomez, , 1996Haddix, 2008;Zumwalt & Craig, 2005). This is particularly important in lieu of current conversations about how to best prepare highly qualified teachers (Gere & Berebitsky, 2009).…”

TeachingTo Kill a MockingbirdToday: Coming to Terms With Race, Racism, and America's Novel

“…4–5). In this sense, traditional multicultural education can run the risk of cultural tourism (Haddix, ; Lewis & Ketter, ) rather than critical perspective taking grounded in notions of difference and cultural diversity (Boyd, Causey, & Galda, ; Haddix & Price‐Dennis, ; Macaluso, ). In considering Atticus and multiculturalism, TKAM , it seems, marginalizes its black characters to validate and tell a story by, about, and for its white protagonists (and intended readers).…”