Titlebook: English as an International Language Education; Critical Intercultur Ahmed Sahlane,Rosalind Pritchard Book 2023 The Editor(s) (if applicabl

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https://doi.org/10.1007/978-1-349-18864-2on. This chapter discusses barriers to the diversification of teacher education via three interconnected case studies. The first involves the re-certification trajectory of internationally educated teachers (IETs). While IETs mostly belong to racialized groups and bring diverse cultural, linguistic,

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https://doi.org/10.1007/978-3-319-56451-7the teaching of topics relating to Indigenous peoples. The importance of heightening teachers’ critical awareness of these portrayals is linked to the development of intercultural and pluricultural competences, and how teaching materials may promote or hinder the development of these competences. Ex

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https://doi.org/10.1007/978-94-011-0071-7dency to expect students from diverse cultural and linguistic backgrounds to just ‘fit in’ with the dominant discourse, both culturally and linguistically. In this chapter, I describe an approach to tertiary teaching which is inclusive of language and culture and which (1) utilises the skills of lec

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https://doi.org/10.1057/9780230118430literature on intercultural teaching, there are very few?comprehensive open educational, digital resources devoted specifically to plurilingualism/pluriculturalism that could be applicable in various educational systems as well as on various levels of teacher education. In this contribution we descr

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