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Edited by WestEd’s Aída Walqui, Director of the widely acclaimed Quality Teaching for English Learners (QTEL), Amanda Kibler, Associate Professor in the College of Education at Oregon State University, and Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education at Stanford University, this volume brings together scholars in language diversity and education to critically examine notions of classroom participation and learning, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity.

In proposing and outlining the parameters of “critical dialogic education,” the contributors to this volume document and discuss examples of classroom discourse practices that challenge the monolithic and uncritical discourse practices that traditionally silence minoritized students. Chapters draw on a range of empirical studies and present multimodal data to consider aspects of teacher education; classroom environments; and curricular innovations that promote critical and dialogical student interaction, civic engagement, and linguistic versatility.

This book will be of interest to scholars, postgraduate students, and researchers working in the fields of language, classroom discourse, social justice, and critical pedagogies, as well as teacher educators and professional development leaders who work with classroom teachers.

Read the introduction of the book.

This volume is also available as an eBook from Routledge.

For information about Quality Teaching for English Learners (QTEL) professional development and Summer Institutes, visit the QTEL website.