Chapter published in:
Language Teacher Development in Digital Contexts
Edited by Hayriye Kayi-Aydar and Jonathon Reinhardt
[Language Learning & Language Teaching 57] 2022
► pp. 928
, A.
(2000) Monolingual ideologies in multilingual states: Language, hegemony and social justice in Western liberal democraciesSociolinguistic Studies/Estudios de Sociolingüística, 1(2), 25–46. CrossrefGoogle Scholar
, R. S.
(2014) The English only movement: Revisiting cultural hegemony. Multicultural Perspectives, 16, 229–233. CrossrefGoogle Scholar
, R., & , J. R.
(2007) Drawing on the words of others at public hearings: Zoning, Wal-Mart, and the threat to the aquifer. Language in Society, 36(5), 735–756. CrossrefGoogle Scholar
, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L.
(2016) Initial teacher education: What does it take to put equity at the center? Teaching and Teacher Education, 57, 67–78. CrossrefGoogle Scholar
, E.
(2013) Policy discourses and U.S. language in education policies. Peabody Journal of Education, 88(1), 98–111. CrossrefGoogle Scholar
, J.
(2018) Connecting to learn, learning to connect: Thinking together in asynchronous forum discussion. Linguistics and Education, 46, 12–22. CrossrefGoogle Scholar
, D.
(1993) But what do children really think? Discourse analysis and conceptual content in children’s talk. Cognition and Instruction, 11(3/4), 207–225. CrossrefGoogle Scholar
(1997) Discourse and cognition. Sage.Google Scholar
, F., Zhang, T., & Franklin, T.
(2013) Designing asynchronous online discussion environments: Recent progress and possible future directions. British Journal of Educational Technology, 44(3), 469–483. CrossrefGoogle Scholar
, O., Johnson, S. I., & Seltzer, K.
(2017) The translanguaging classroom: Leveraging student bilingualism for Learning. Caslo.Google Scholar
, P.
(2016) Rethinking the role of “culture” in educational equity: From cultural competence to equity literacy. Multicultural Perspectives, 18(4), 221–226. CrossrefGoogle Scholar
, N.
(1993) Encountering linguistic diversity through letters: Preparing preservice teachers for second language learners. Equity & Excellence in Education, 26(3), 25–30. CrossrefGoogle Scholar
, J.
(2012a) Epistemics in action: Action formation and territories of knowledgeResearch on Language & Social Interaction, 45(1), 1–29. CrossrefGoogle Scholar
(2012b) The epistemic engine: Sequence organization and territories of knowledgeResearch on Language & Social Interaction, 45(1), 30–52. CrossrefGoogle Scholar
, G., Mihatsch, W., & Schneider, S.
(2010) Introduction. In G. Kaltenböch, W. Mihatsch, & S. Schneider (Eds.), New approaches to hedging. (pp. 1–14). Emerald. CrossrefGoogle Scholar
, E.
(2006) Stance taking in conversation: From subjectivity to intersubjectivity. Text & Talk, 26(6), 699–731. CrossrefGoogle Scholar
, G.
(2009) Categories, context, and comparison in conversation analysis. In H. Nguyen & G. Kasper (Eds.), Talk-in-interaction: Multilingual perspectives (pp. 1–28). University of Hawai’i.Google Scholar
, S., & , K.
(2017) Socialising epistemic cognition. Educational Research Review, 21(Supplement C), 17–32. CrossrefGoogle Scholar
(2018) A discursive approach to the analysis of epistemic cognition. Learning, Culture, and Social Interaction, 16, 55–69. CrossrefGoogle Scholar
, G.
(2006) It’s not the culture of poverty, it’s the poverty of culture: The problem with teacher education. Anthropology & Education Quarterly, 37(2), 104–109. CrossrefGoogle Scholar
, A. M.
(2018) Creating teachers of promise: Growth toward equity-mindedness in a landscape of practice. Teaching and Teacher Education, 71(1), 308–318. CrossrefGoogle Scholar
, A., Edwards, P., & McMillon, G.
(2012) Bridging literacy and equity: The essential guide to social equity teaching. Teachers College Press.Google Scholar
, K., & Brett, C.
(2015) Dialogic understanding of teachers’ online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course. Teaching and Teacher Education, 46, 72–83. CrossrefGoogle Scholar
, A., Louie, N., Segal, A., & Becher, A.
(2020) Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field. Teaching and Teacher Education. CrossrefGoogle Scholar
, R.
(1997) English with an accent: Language, ideology, and discrimination in the United States (2nd ed.). Routledge.Google Scholar
, T., Strom, K., Bratkovich, M., & Wnuk, J.
(2018) Inservice preparation of mainstream teachers of ELLs: A review of the empirical literature. Educational Forum, 82(2), 156–173. CrossrefGoogle Scholar
, T., & Villegas, A. M.
(2013) Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory into Practice, 52(2), 98–109. CrossrefGoogle Scholar
, D.
(2013) A case for online English language teacher education. Trustees of the International Research Foundation.Google Scholar
, D. E., & , M.
(2018) Online language teacher education: A review of the literature. Aqueduto, Norwich. Retrieved on 5 July 2021 from http://​aqueduto​.com​/wp​-content​/uploads​/2018​/12​/Aqueduto​-Murray​-Christison​.pdfGoogle Scholar
National Center for Education Statistics
(2020) Characteristics of public school teachers. Retrieved on 5 July 2021 from https://​nces​.ed​.gov​/programs​/coe​/indicator​_clr​.asp.
, J., Oudghiri, S., Obenchain, K., & Phillion, J.
(2020) Preservice teachers’ understandings of social justice within the context of study abroad programs. Theory into Practice, 59(3), 259–268. CrossrefGoogle Scholar
, S.
(2000) Placing equity front and center: Some thoughts on transforming teacher education for a New Century. Journal of Teacher Education, 51(3), 180–187. CrossrefGoogle Scholar
, M. F.
(2015) Immigrant children in transcultural spaces: Language, learning, and love. Routledge. CrossrefGoogle Scholar
, D., & Alim, H. S.
(Eds.) (2017) Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.Google Scholar
, J. S., & Anderson, G.
(2018) Intentional online discussions in teacher education. The Teacher Educator, 53(2), 167–189. CrossrefGoogle Scholar
, A.
(1986) Extreme case formulations: A way of legitimizing claims. Human Studies, 9(2–3), 219–229. CrossrefGoogle Scholar
, J.
(2004) Discourse analysis. In M. A. Hardy & A. Bryman (Eds.), Handbook of data analysis (pp. 607–624). Sage. CrossrefGoogle Scholar
(2012) Discourse analysis and . In H. Cooper (Ed.), APA handbook of research methods in psychology: Quantitative, qualitative, neuropsychological and biological (pp. 111–130). American Psychological Association Press. CrossrefGoogle Scholar
, J., & Hepburn, A.
(2008) Discursive constructionism. In J. A. Holstein & J. F. Gubrium (Eds.), Handbook of constructionist research (pp. 275–293). Guilford Press.Google Scholar
, H.
(1972) On the analyzability of stories by children, In J. J. Gumperz & D. Hymes (Eds.), Directions in sociolinguistics: The ethnography of communication. Rinehart and Winston.Google Scholar
(1992) Lectures on conversation (Vol. 1). Wiley-Blackwell.Google Scholar
, E. A.
(1996) Confirming allusions: Toward an empirical account of action. American Journal of Sociology, 161–216. CrossrefGoogle Scholar
, D. S., & Kang, H. S.
(2018) Online language teacher education: Practices and possibilities. RELC Journal, 49(3), 369–380. CrossrefGoogle Scholar
, D.
(1978) K is mentally ill: The anatomy of a factual account. Sociology, 12(1), 23–53. CrossrefGoogle Scholar
, A. T., Carter, K., & Stoehr, K. J.
(2017) Teaching “in their best interest”: Preservice teachers’ narratives regarding English learners. Teaching and Teacher Education, 67, 179–188. CrossrefGoogle Scholar
, S., & Michener, C. J.
(2019) The preparation of linguistically responsive teachers through dialogic online discussion prompts. Teaching and Teacher Education, 84, 1–16. CrossrefGoogle Scholar
, K.
(2011) What’s in a name? Stance markers in oral argument about marriage laws. Discourse & Communication, 5(1), 65–88. CrossrefGoogle Scholar
, L. A., & , R. O.
(2000) Doing discourse analysis: Methods for studying action in talk and text. Sage.Google Scholar
, N., , R., Zhang, G., & Klenke, J.
(2010) From stranger to friend: The effect of service learning on preservice teachers’ attitudes toward diverse populations. Journal of Language and Literacy Education, 6(2), 34–50. Retrieved on 5 July 2021 from http://​jolle​.coe​.uga​.edu​/volume​-62​-2010/Google Scholar