New special issue - Co-learning, co-planning, and co-shifting to build critical (trans)language(ing) awareness: Case studies from the field

[Zhongfeng Tian]

Dear Colleagues, 

Ryan Pontier and I are excited to share our co-edited special issue titled "Co-learning, co-planning, and co-shifting to build critical (trans)language(ing) awareness: Case studies from the field," which is published at Educational Linguistics now: https://www.degruyter.com/journal/key/eduling/3/1/html. 

While current scholarship emphasizes the importance of developing critical (trans)language(ing) awareness to support equitable teaching practices, there is a notable gap in research on how teachers and teacher educators/researchers work collaboratively to uncover or deepen their language awareness. To address this, this special issue explores how teacher-researcher collaborations and the co-construction of knowledge between teacher educators and pre-/in-service teachers foster critical awareness of language practices in classrooms. We focus on three key areas: (1) documenting co-learning, co-planning, and co-shifting processes, (2) examining the long-term engagement between both parties, and (3) exploring various methodologies for investigating language awareness.

This special issue consists of five empirical papers - 

We hope you'll enjoy reading this special issue! 

Best,

Zhongfeng 

Zhongfeng Tian (田中锋), Ph.D. 

Assistant Professor of Bilingual Education  

Department of Urban Education  

Rutgers University–Newark 

(ResearchGate; Google Scholar; LinkedIn) 

 

New special issue: Co-learning, co-planning, and co-shifting to build critical (trans)language(ing) awareness: Case studies from the field. 

New book: