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Aprašymas

This book presents, discusses and explores questions around teachers' (mainstream teachers, student teachers, EAL teachers, teacher educators) conceptions of language and literacy practices as they seek to meet the educational needs of pupils from linguistically and culturally diverse backgrounds. The book captures the voices of a range of educators from diverse educational contexts and has implications for the future of literacy education in both pre and in-service teacher education programmes. In addition, it proposes a new framework to make critical literacy education recognitive, representative and responsive to racial, ethnic, linguistic, and cultural difference a part of mainstream pedagogical practices in UK schools. The framework supports the guiding purpose of the book - addressing work that still needs to be done in the field of teacher education.