Language Learning and Teacher Education

Margaret R. Hawkins is a faculty member and Director of the ESL and bilingual teacher education and graduate programs in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. Her scholarship and teaching are in the areas of sociolinguistics, second language acquisition, qualitative research methodology, literacy, and critical applied linguistics. Research interests include language teacher education, language and literacy development for young English language learners in schools, and cross-cultural perspectives on home/school relations.

• Acknowledgements Author Biographies 2004 Part 1: Introduction Margaret R. Hawkins: IntroductionPart 2: Sociocultural Perspectives on Language and Learning1 James Paul Gee: Learning Language as a Matter of Learning Social Languages within DiscoursesPart 3: Sociocultural Approaches to Language Teacher Education 2 Pippa Stein: Re-sourcing Resources: Pedagogy, History and Loss in a Johannesburg Classroom3 Jerri Willett and Sarah Miller: Transforming the Discourses of Teaching and Learning: Rippling Waters and Shifting Sands4 Margaret R. Hawkins: Social Apprenticeships Through Mediated Learning in Language Teacher EducationPart 4: The Uptake of Sociocultural Approaches in Language Education 5 Jennifer Miller: Social Languages and Schooling: The Uptake of Sociocultural Perspectives in School6 Alison Beynon: Tinker, Tailor, Teacher, Text: Using a Multiliteracies Approach to Remediate ReadingPart 5: Implications of Sociocultural Perspectives for Language Teacher Education 7 Donald Freeman: Language, Sociocultural Theory, and L2 Teacher Education: Examining the Technology of Subject Matter and the Architecture of InstructionIndex

"This book provides a greatly needed account of various ways in which sociocultural perspectives on language and learning can be integrated into programs for the preparation of language teachers. This volume provides several concrete cases of the work of language teacher educators in different parts of the world whose practices have been shaped by a sociocultural perspective. These cases, together with the accounts from two teachers who were prepared in a socioculturally oriented teacher education program, provide a very useful resource for teacher educators who are interested in incorporating sociocultural perspectives into their programs and courses. This is an important book that is relevant to all teacher educators." Ken Zeichner, University of Wisconsin-Madison