List of Figures List of Tables List of Contributors Series Editor Foreword Acknowledgements Introduction: A Vision for Critical Dialogic Education within the Context of TESOL Teacher Education, Fares J. Karam (University of Nevada, USA) and Amanda K. Kibler (Oregon State University, USA) Part I: Reimagining Curricula and Pedagogies to Prepare Dialogic and Critical Tesol Professionals 1. The Role of Curriculum in the Development of Teacher Expertise to Enact Critical Dialogic Education, Aída Walqui (WestEd, USA) 2. Sustaining a Holistic Stance or not?: Language and Language Pedagogies In Teacher Education, Laura D. Turner and María E. Fránquiz (University of Texas at Austin, USA) 3. Cultivating Pre-Service Language Teachers’ Critical Multilingual Language Awareness: A Macau Perspective, Rui Eric Yuan, Kailun Wang, and Jiahui Li (University of Macau, China) Part 1 Commentary: How Critical Dialogic Education Can Contribute to Equity-Oriented Pedagogy and Curriculum, Megan Madigan Peercy (University of Maryland, USA) Part II: Reimagining the Roles of Teacher Candidates and Teacher Educators 4. “I Just Really Want to Focus on Expressing How Valuable Each Student Is”: Impact of Collaborative Exploration of Problems of Practice on Teachers' Visions of Critical Dialogic Education, Heather M. Meston and Emily Phillips Galloway (Vanderbilt University, USA) 5. Critical Reflections on Dialogic Education and Practice: A Duoethnographic Approach by Teacher Educators, Naashia Mohamed, Christine Biebricher, and Rosemary Erlam (The University of Auckland, New Zealand) 6. Towards More Inclusive Classroom Practices in the Turkish EFL Contexts: A Case Study on the Integration of Critical and Dialogic Approaches to Field Placement, Ayse Kizildag (Aksaray University, Turkey) and Isil Günseli Kaçar (Middle East Technical University, Turkey) Part 2 Commentary: Reimagining the Roles of Teacher Candidates and Teacher Educators: How Identities, Voices, and Power Are Taught and Learned, Camille Ungco and Manka Varghese (University of Washington, USA) Part III: Reimagining Online TESOL Teacher Education: Creating Dialogic and Critical Online Spaces 7. Creating a Dialogic Online Space for Preparing Critically Reflective TESOL Professionals: A Self-Study, Guofang Li (University of British Columbia, Canada) and Yue Bian (University of Washington, Bothell, USA) 8. Interrogating Raciolinguistic Ideologies through Role-Play: A Critical Dialogic Approach, Fares J. Karam (University of Nevada, Reno; USA) and Amanda K. Kibler (Oregon State University, USA) Part 3 Commentary: Reimagining Online TESOL Teacher Education: Creating Dialogic and Critical Online Spaces, Yasemin Tezgiden-Cakcak (Middle East Technical University) Conclusion: Towards A Future CDE Research Agenda, Amanda K. Kibler (Oregon State University, USA) and Fares J. Karam (University of Nevada, Reno; USA) Index

ADVISORY BOARD Darío Banegas (University of Edinburgh, UK) Osman Barnawi (Royal Commission Colleges & Institutes, Saudi Arabia) Yasemin Bayyurt (Bogaziçi University, Turkey) Ester de Jong (University of Florida, USA) Andy Xuesong Gao (University of New South Wales, Australia) Icy Lee (Chinese University of Hong Kong, Hong Kong) Gloria Park (Indiana University of Pennsylvania, USA) Ingrid Piller (Macquarie University, New South Wales, Australia) Richard Smith (University of Warwick, UK) Zia Tajeddin (Tarbiat Modares University, Iran) The series is dedicated to advancing critical language teacher education research that can transform the dominant practices of language teaching in educational contexts around the world. Language education has become more important than ever, to facilitate the crossing of physical and ideological borders of nation-states, and to meet the needs of increasingly ethnically and linguistically diverse student populations. This series helps inform the preparation of resilient and agentive language teachers with critical social justice orientations. It presents state-of-the-art research to support the formation of teachers who identify as democratic, social agents of formal schooling, and devoted to improving learning experiences of marginalized students. The titles in this series appeal to language teachers, teacher educators, and researchers and can be used as educational materials in graduate and undergraduate studies.