The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc

Chapter 36: Teacher Education in English as an Additional Language, English as a Foreign Language and the English Language Arts

Teacher Education in English as an Additional Language, English as a Foreign Language and the English Language Arts

Quan Xu Simmee Chung Yi Li

Defining Literacy and the Language Arts

Traditionally, literacy was narrowly defined as reading and/or writing (Lankshear & Knobel, 2003; Lotherington, 2007; O'Quinn, 2005). In the 1980s, reading and writing were considered separate and empirically based individual cognitive psychological activities – distinct from their social and political contexts (Gallego & Hollingsworth, 2000, p. 3). Cope and Kalantzis (2000) noted that literacy pedagogy traditionally meant teaching and learning to read and write in standard forms of the national language and was restricted to ‘formalized, monolingual, monocultural, and rule-governed forms of language’ (p. 9).

Currently, research ...

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