Preparing Teachers for Young and Adolescent Multilingual Learners

Dr. Huili Hong is an associate professor in the Department of Elementary Education at Towson University. Her research interests include literacy studies focusing on teacher education, children's language and literacy processes, interdisciplinary literacy studies, and multilingual learners. Dr. Hong's work has been published in the Journal of Early Childhood Literacy, International Journal of Early Childhood, Journal of Childhood Studies, Handbook of Early Childhood Literacy, Classroom Discourse, etc. She currently serves on the editorial board of Urban Education and as the co-chair of Area 8 Literacy Practices Literacy Learning and Practice in Multicultural & Multilingual Contexts of Literacy Research Association (U.S.A.), and the assistant coordinator of Reading, Writing & Literacy Strand of International Association of Teachers of English to the Speakers of Other Languages.   Patricia Rice Doran, Ed.D., is an Associate Professor of Special Education at Towson University. Her research interests include cultural and language diversity, preservice teacher preparation, professional development, and neurodevelopment and neurological disorders. At Towson, she is Principal Investigator for the EMPOWER project, a five-year teacher training initiative funded by the U.S. Department of Education's Office of English Language Acquisition. She also advises undergraduate students and teaches undergraduate and graduate courses in special education and language diversity. Dr. Rice Doran has published widely on topics related to supports for diverse learners and teacher professional development. Her most recent book, Supporting English Learners with Exceptional Needs, with Amy Noggle, Ph.D., was published in 2019 by TESOL International Press.

• Foreword.- Introduction.- Chapter 1: Tales of Diversity within Diversity: Urban Educators’ Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times.- Chapter 2: Preparing Teachers for Young and Adolescent Multilingual Learners: The Use of Reflective Narratives.- Chapter 3: Reflective Narratives on Problem-Solving Strategies to Address English Language Learner Needs in a Teaching Abroad Context.- Chapter 4: Tales of Diversity within Diversity: Urban Educators’ Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times.- Chapter 5: Internationalizing Literacy Coursework: Igniting Preservice Teachers’ Inquiry about Self, Diverse Learners and the World.- Chapter 6: A Retrospective View of the Developmental Trajectory of English as a Discipline in China.- Chapter 7: Reflections from the Margins: Learning and Teaching Among Linguistically and Culturally Diverse Learners.- Conclusion.