Pre-service ESL teachers and undocumented students in the United States

References

1. Abowitz, K. and Harnish, J. (2006), ‘Contemporary discourses of citizenship’, Review of Educational Research, 76:4, pp. 653–90.
   [Google Scholar]
2. Allen, A. (2016), The End of Progress: Decolonizing the Normative Foundations of Critical Theory, New York: Columbia University Press.
   [Google Scholar]
3. Andreas, P. (2009), Border Games: Policing the U.S.-Mexico Divide, New York: Cornell University Press.
   [Google Scholar]
4. Banks, J. A. (ed.) (2017), Citizenship Education and Global Migration: Implications for Theory, Research, and Teaching, Washington, DC: American Educational Research Association.
   [Google Scholar]
5. Banks, J. A., Suárez-Orozco, M. and Ben-Peretz, M. (eds) (2016), ‘Preface’, in Global Migration, Diversity, and Civic Education, New York: Teachers College Press, p. vii.
   [Google Scholar]
6. Bartolomé, L. (2004), ‘Critical pedagogy and teacher education: Radicalizing prospective teachers’, Teacher Education Quarterly, 31:1, pp. 97–122.
   [Google Scholar]
7. Bowring, B. (2012), ‘Human rights and public education’, Cambridge Journal of Education, 42:1, pp. 53–65.
   [Google Scholar]
8. Brookfield, S. (2017), Becoming a Critically Reflective Teacher, 2nd ed., San Francisco, CA: Jossey-Bass.
   [Google Scholar]
9. Brown, H. E. (2013), ‘Race, legality, and the social policy consequences of anti-immigration mobilization’, American Sociological Review, 78:2, pp. 290–314.
   [Google Scholar]
10. Buchanan, L. and Hilburn, J. (2016), ‘Riding la bestiá: Preservice teachers’ responses to documentary counter-stories of U.S. immigration’, Journal of Teacher Education, 67:5, pp. 408–23.
    [Google Scholar]
11. Budiman, A., Tamir, C., Mora, L. and Noe-Bustamante, L. (2020), Facts on U.S. Immigration, 2018, Washington, DC: Pew Hispanic Center, https://www.pewresearch.org/hispanic/2020/08/20/facts-on-u-s-immigrants/. Accessed 10 April 2023.
    [Google Scholar]
12. Burns, A. (2015), ‘Choice words from Donald Trump, presidential candidate’, New York Times, 16 June, https://www.nytimes.com/politics/first-draft/2015/06/16/choice-words-from-donald-trump-presidential-candidate. Accessed 9 April 2023.
    [Google Scholar]
13. Callahan, R. and Muller, C. (2013), Coming of Political Age: American Schools and the Civic Development of Immigrant Youth, New York: Russell Sage Foundation.
    [Google Scholar]
14. Chavez, L. (2008), The Latino Threat: Constructing Immigrants, Citizens, and the Nation, Stanford, CA: Stanford University Press.
    [Google Scholar]
15. Cochran-Smith, M. (2004), ‘Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education’, American Educational Research Journal, 32:3, pp. 493–522.
    [Google Scholar]
16. Combs, M., González, N. and Moll, L. (2011), ‘US Latinos and the learning of English: The metonymy of language policy’, in T. McCarty (ed.), Ethnography and Language Policy, New York: Routledge, pp. 185–204.
    [Google Scholar]
17. Coysh, J. (2018), ‘Exploring power and discourse in human rights education’, in M. Zembylas and A. Keet (eds), Critical Human Rights, Citizenship, and Democracy Education, London: Bloomsbury Academic, pp. 51–66.
    [Google Scholar]
18. Cramer, G. and Fons, C. (2020), ‘Civics for non-citizens: The invisibility of undocumented immigrants in civics textbooks’, The High School Journal, 104:1, pp. 5–27.
    [Google Scholar]
19. Creswell, J. (2006), Qualitative Inquiry and Research Design: Choosing Among Five Approaches, Thousand Oaks, CA: Sage.
    [Google Scholar]
20. Dabach, D. (2014), ‘“You can’t vote, right?”: When language proficiency is a proxy for citizenship in a civics classroom’, Journal of International Social Studies, 4:2, pp. 37–56.
    [Google Scholar]
21. Dabach, D. (2015), ‘“My student was apprehended by immigration”: A civics teacher’s breach of silence in a mixed-citizenship classroom’, Harvard Educational Review, 85:3, pp. 383–413.
    [Google Scholar]
22. Dabach, D. and Fones, A. (2016), ‘Beyond the “English learner” frame: Transnational funds of knowledge in social studies’, International Journal of Multicultural Education, 18:1, pp. 7–27.
    [Google Scholar]
23. Dewey, J. (1933), How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process, Chicago, IL: Henry Regnery.
    [Google Scholar]
24. Dinkelman, T. (2000), ‘An inquiry into the development of critical reflection in secondary student teachers’, Teaching and Teacher Education, 16:2, pp. 195–222.
    [Google Scholar]
25. Durgunoglu, A. and Hughes, T. (2010), ‘How prepared are the U.S. preservice teachers to teach English language learners?’, International Journal of Teaching and Learning in Higher Education, 22:1, pp. 32–41.
    [Google Scholar]
26. Fernandez-Kelly, P. and Massey, D. (2007), ‘Borders for whom? The role of NAFTA in Mexico-U.S. migration, The Annals of the American Academy of Political and Social Science, 610:1, pp. 98–118.
    [Google Scholar]
27. Fix, M. and Zimmerman, W. (2001), ‘All under one roof: Mixed-status families in an era of reform’, International Migration Review, 35:2, pp. 397–419.
    [Google Scholar]
28. Fortin, J. and Heyward, G. (2022), ‘Teachers tackle Black history month, under new restrictions’, New York Times, 12 February, https://www.nytimes.com/2022/02/12/us/black-history-month-schools-teachers.html?searchResultPosition=1. Accessed 1 April 2023.
    [Google Scholar]
29. Gallego, M. A. (2001), ‘Is experience the best teacher? The potential of coupling classroom and community-based field experiences’, Journal of Teacher Education, 52:4, pp. 312–25.
    [Google Scholar]
30. Gallo, S. (2014), ‘The effects of gendered immigration enforcement on middle childhood and schooling’, American Educational Research Journal, 51:3, pp. 473–504.
    [Google Scholar]
31. Gallo, S. and Link, H. (2015), ‘“Diles la verdad”: Deportation policies, politicized funds of knowledge, and schooling in middle childhood’, Harvard Educational Review, 85:3, pp. 357–82.
    [Google Scholar]
32. Gallo, S. and Link, H. (2016), ‘Exploring the borderlands: Elementary school teachers’ navigation of immigration practices in a new Latino diaspora community’, Journal of Latinos and Education, 15:3, pp. 180–96.
    [Google Scholar]
33. Garrett, H. J. and Segall, A. (2013), ‘(Re)considerations of ignorance and resistance in teacher education’, Journal of Teacher Education, 64:4, pp. 294–304.
    [Google Scholar]
34. Gay, G. and Kirkland, K. (2003), ‘Developing cultural critical consciousness and self-reflection in teacher education’, Theory into Practice, 42:3, pp. 181–87.
    [Google Scholar]
35. Gitlin, A., Buendia, E., Crosland, K. and Doumbia, F. (2003), ‘The production of margin and center: Welcoming-unwelcoming of immigrant students’, American Educational Research Journal, 40:1, pp. 91–122.
    [Google Scholar]
36. Gonzales, R. (2016), Lives in Limbo: Undocumented and Coming of Age in America, Oakland, CA: University of California Press.
    [Google Scholar]
37. Gorski, P. C. and Dalton, K. (2020), ‘Striving for critical reflection in multicultural and social justice teacher education: Introducing a typology of reflection approaches’, Journal of Teacher Education, 71:3, pp. 357–68.
    [Google Scholar]
38. Graue, E. M. and Walsh, D. J. (1998), Studying Children in Context: Theories, Methods, and Ethics, Thousand Oaks, CA: Sage.
    [Google Scholar]
39. Hagan, J., Rodriguez, N. and Castro, B. (2011), ‘Social effects of mass deportations by the United States government, 2000–10’, Ethnic and Racial Studies, 34:8, pp. 1374–91.
    [Google Scholar]
40. Helfrich, S. and Bean, R. (2011), ‘Beginning teachers reflect on their experiences being prepared to teach literacy’, Teacher Education and Practice, 24:2, pp. 201–22.
    [Google Scholar]
41. Hess, D. (2002), ‘Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers’, Theory and Research in Social Education, 30:1, pp. 10–41.
    [Google Scholar]
42. Hilburn, J. (2014), ‘Challenges facing immigrant students beyond the linguistic domain in a new gateway state’, Urban Review, 46:4, pp. 654–80.
    [Google Scholar]
43. Hollingsworth, S. (1989), ‘Prior beliefs and cognitive change in learning to teach’, American Educational Research Journal, 26:2, pp. 160–89.
    [Google Scholar]
44. Jacoby, B. (2015), Service Learning Essentials, San Francisco, CA: Jossey-Bass.
    [Google Scholar]
45. Jefferies, J. (2014), ‘The production of “illegal” subjects in Massachusetts and high school enrollment for undocumented youth’, Latino Studies, 12:1, pp. 65–87.
    [Google Scholar]
46. Journell, W. (2013), ‘What preservice social studies teachers (don’t) know about politics and current events: And why it matters’, Theory and Research in Social Education, 41:3, pp. 316–51.
    [Google Scholar]
47. Keet, A. (2018), ‘Crisis and critique: Critical theories and the renewal of citizenship, democracy, and human rights education’, in M. Zembylas and A. Keet (eds), Critical Human Rights, Citizenship, and Democracy Education, London: Bloomsbury Academic, pp. 17–34.
    [Google Scholar]
48. Kim, S. L. (2021), ‘A review of the literature on teachers’ beliefs about English language learners’, International Journal of Educational Research Open, 2, https://doi.org/10.1016/j.ijedro.2021.100040.
    [Google Scholar]
49. Kim, C., Harwood, J. and Xiang, J. (2018), ‘The negative and positive influences of threat and nonthreat media messages about immigrants’, International Journal of Communication, 12:2018, pp. 950–72.
    [Google Scholar]
50. Kolano, L. and Sanczyk, A. (2022), ‘Transforming preservice teacher perceptions of immigrant communities through digital storytelling’, The Journal of Experiential Education, 45:1, pp. 32–50.
    [Google Scholar]
51. Kondor, C., Owusu-Ansah, A. and Keyne-Michaels, L. (2019), ‘Intercultural fortuitous learning: Preparing prospective teachers to teach culturally diverse populations’, Multicultural Education, 26:3&4, pp. 17–26.
    [Google Scholar]
52. Kumar, R. and Hamer, L. (2013), ‘Preservice teachers’ attitudes and beliefs toward student diversity and proposed instructional practices’, Journal of Teacher Education, 64:2, pp. 162–77.
    [Google Scholar]
53. Lee-Johnson, Y. L. (2023), ‘Whitewashedness in teacher education: Intertextuality between colorblindness and the Ferguson event’, Urban Education, 58:3, pp. 518–46.
    [Google Scholar]
54. Liu, K. and Ball, A. F. (2019), ‘Critical reflection and generativity: Toward a framework of transformative teacher education for diverse learners’, Review of Research in Education, 43:1, pp. 68–105.
    [Google Scholar]
55. Lo, G. (2005), ‘Relevance of knowledge of second language acquisition’, in N. Bartels (ed.), Applied Linguistics and Language Teacher Education, vol. 4, New York: Springer, pp. 135–57.
    [Google Scholar]
56. Lopez, M., Passel, J. and Cohn, V. (2021), Key Facts About the Changing U.S. Authorized Immigrant Population, Washington, DC: Pew Research Center.
    [Google Scholar]
57. Lucas, T., Villegas, A. M. and Martin, A. D. (2015), ‘Teachers’ beliefs about English language learners’, in H. Fives and M. G. Gill (eds), International Handbook of Research on Teachers’ Beliefs, New York: Routledge, pp. 543–75.
    [Google Scholar]
58. Mangual Figueroa, A. (2012), ‘“I have papers so I can go anywhere!”: Everyday talk about citizenship in a mixed-status Mexican family’, Journal of Language, Identity & Education, 11:5, pp. 291–311.
    [Google Scholar]
59. Mangual Figueroa, A. (2013), ‘Citizenship status and language education policy in an emerging Latino community in the United States’, Language Policy, 12:4, pp. 333–54.
    [Google Scholar]
60. Mangual Figueroa, A. (2017), ‘Speech or silence: Undocumented students’ decisions to disclose or disguise their citizenship status in school’, American Educational Research Journal, 54:3, pp. 485–523.
    [Google Scholar]
61. Massey, D., Durand, J. and Malone, N. (2002), Beyond Smoke and Mirrors: Mexican Immigration in an Age of Economic Integration, New York: Russell Sage Foundation.
    [Google Scholar]
62. Massey, D. and Pren, K. (2012), ‘Unintended consequences of U.S. immigration policy: Explaining the post-1965 surge from Latin America’, Population and Development Review, 38:1, https://doi.org/10.1111%2Fj.1728-4457.2012.00470.x.
    [Google Scholar]
63. Mastro, D., Tukachinsky, R., Behm-Morawitz, E. and Blecha, E. (2014), ‘News coverage of immigration: The influence of exposure to linguistic bias in the news on consumer’s racial/ethnic cognitions’, Communication Quarterly, 62:2, pp. 135–54.
    [Google Scholar]
64. Mazzei, P. and Harcollis, A. (2023), ‘Florida rejects A.P. African American studies class’, New York Times, 19 January, https://www.nytimes.com/2023/01/19/us/desantis-florida-ap-african-american-studies.html#:~:text=Florida%20Rejects%20A.P.-,African%20American%20Studies%20Class,and%20significantly%20lacks%20educational%20value.%E2%80%9D. Accessed 10 April 2023.
    [Google Scholar]
65. Mezirow, J. (1991), Transformative Dimensions of Adult Learning, San Francisco, CA: Jossey-Bass.
    [Google Scholar]
66. Milner, H. R. and Lomotey, K. (2014), Handbook of Urban Education, New York: Routledge.
    [Google Scholar]
67. Murillo, M. (2017), ‘The art of the reveal: Undocumented high school students, institutional agents, and the disclosure of legal status’, The High School Journal, 100:2, pp. 88–108.
    [Google Scholar]
68. National Council for the Social Studies (2010), ‘The C3 Framework and the National Curriculum Standards for Social Studies’, https://www.socialstudies.org/standards/c3. Accessed 10 January 2020.
69. National Center for Educational Statistics (2018), ‘Characteristics of public school teachers’, National Center for Educational Statistics, https://nces.ed.gov/programs/coe/indicator_clr.asp. Accessed 26 February 2023.
    [Google Scholar]
70. Nienhusser, H. (2013), ‘Role of high schools in undocumented students’ college choice’, Education Policy Analysis Archives, 21:85, https://doi.org/10.14507/epaa.v21n85.2013.
    [Google Scholar]
71. Osler, A. (2015), ‘Human rights education, postcolonial scholarship, and action for social justice’, Theory & Research in Social Education, 43:2, pp. 244–74.
    [Google Scholar]
72. Passel, J. S. (2006), The Size and Characteristics of the Unauthorized Migrant Population in the U.S: Estimates Based on the March 2005 Current Population Survey, Washington, DC: Pew Hispanic Center.
    [Google Scholar]
73. Passel, J. and Cohn, D. (2014), Unauthorized Immigrant Totals Rise in 7 States, Fall in 14: Decline in Those from Mexico Fuels Most State Decreases, Washington, DC: Pew Hispanic Center.
    [Google Scholar]
74. Passel, J. and Cohn, D. (2019), Mexicans Decline to Less Than Half of the U.S. Unauthorized Immigrant Population for the First Time, Washington, DC: Pew Hispanic Center.
    [Google Scholar]
75. Passel, J., Cohn, D., Krogstad, J. and Gonzalez-Barrera, A. (2014), As Growth Stalls, Unauthorized Immigrant Population Becomes More Settled, Washington, DC: Pew Hispanic Center.
    [Google Scholar]
76. Pew Hispanic Center (2013), Most Say Illegal Immigrants Should Be Allowed to Stay, But Citizenship Is More Divisive, Washington, DC: Pew Hispanic Institute.
    [Google Scholar]
77. Ponterotto, J. G., Baluch, S., Greig, T. and Rivera, L. (1998), ‘Development and initial score validation of the teacher multicultural attitude survey’, Educational and Psychological Measurement, 58:6, pp. 1002–16.
    [Google Scholar]
78. Ravitch, D. and Fordham, T. (2004), A Consumer’s Guide to High School History Textbooks, Washington, DC: Thomas B. Fordham Foundation and Institute.
    [Google Scholar]
79. Riessman, C. K. (2008), Narrative Methods for the Human Sciences, Thousand Oaks, CA: Sage.
    [Google Scholar]
80. Riley, T. (2015), ‘“I know I’m generalizing, but…”: How teachers’ perceptions influence ESL learner placement’, TESOL Quarterly, 49:4, pp. 659–80.
    [Google Scholar]
81. Rodríguez, N. and Hagan, J. M. (2004), ‘Fractured families and communities: Effects of immigration reform in Texas, Mexico, and El Salvador’, Latino Studies, 2:3, pp. 328–51.
    [Google Scholar]
82. Rong, X. L. and Preissle, J. (2009), Educating Immigrant Students in the 21st Century: What Educators Need to Know, 2nd ed., Thousand Oaks, CA: Corwin Press.
    [Google Scholar]
83. Sabzalian, L. and Shear, S. (2018), ‘Confronting colonial blindness in civics education: Recognizing colonization, self-determination, and sovereignty as core knowledge for elementary social studies teacher education’, in S. B. Shear, C. M. Tschida, E. Bellos, L. B. Buchanan and E. E. Saylor (eds), (Re)Imagining Elementary Social Studies Education: A Controversial Issues Reader, Charlotte, NC: Information Age, pp. 153–76.
    [Google Scholar]
84. Salinas, C., Fránquiz, M. and Reidel, M. (2008), ‘Teaching world geography to late-arrival immigrant students: Highlighting practice and content’, The Social Studies, 99:2, pp. 71–76.
    [Google Scholar]
85. Sato, T., Miller, R. T. and Delk, D. W. (2022), ‘Secondary physical educators positioning of teaching English language learners at urban schools’, Urban Education, 57:5, pp. 814–41.
    [Google Scholar]
86. Sleeter, C. E. (2008), ‘Preparing White teachers for diverse students’, in M. Cochran-Smith, S. Feiman-Nemser and D. J. McIntyre (eds), Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts, 3rd ed., New York: Routledge, pp. 559–82.
    [Google Scholar]
87. Steinberg, S. (2004), ‘Undocumented immigrants or illegal aliens? Southwestern media portrayals of Latino immigrants’, Humboldt Journal of Social Relations, 28:1, pp. 109–33.
    [Google Scholar]
88. Suárez-Orozco, M. and Suárez-Orozco, C. (2001), Children of Immigration, Cambridge, MA: Harvard University Press.
    [Google Scholar]
89. Suárez-Orozco, C., Yoshikawa, H., Teranishi, R. T. and Suárez-Orozco, M. (2011), ‘Growing up in the shadows: The developmental implications of unauthorized status’, Harvard Educational Review, 8:3, pp. 438–72.
    [Google Scholar]
90. Taylor, R. W. (2010), ‘The role of teacher education programs in creating culturally competent teachers: A moral imperative for ensuring the academic success of diverse student populations’, Multicultural Education, 17:3, pp. 24–28.
    [Google Scholar]
91. TESOL (2018), ‘Standards for initial TESOL pre-K–12 teacher preparation programs’, https://www.tesol.org/professional-development/publications-and-research/research-and-standards/standards/. Accessed 27 April 2023.
92. UN Office of the High Commissioner on Human Rights (2011), ‘UN declaration on human rights training and education’, OHCHR, https://www.ohchr.org/EN/Issues/Education/Training/Pages/UNDHREducationTraining.Aspx. Accessed 2 January 2020.
    [Google Scholar]
93. United Nations (1948), ‘UN Universal Declaration of Human Rights’, 10 December, https://www.un.org/en/universal-declaration-human-rights/. Accessed 28 October 2020.
94. U.S. Census Bureau (2020), ‘Demographic turning points for the U.S.: Population projections for 2020 to 2060’, U.S. Census Bureau, https://www.census.gov/content/dam/Census/library/publications/2020/demo/p25-1144.pdf. Accessed 10 October 2021.
    [Google Scholar]
95. Valdés, G. (1996), Con Respeto: Bridging the Distance Between Culturally Diverse Families and Schools: An Ethnographic Portrait, New York: Teachers College Press.
    [Google Scholar]
96. Valdés, G. (2001), Learning and Not Learning English: Latino Students in American Schools, New York: Teachers College Press.
    [Google Scholar]
97. Walqui, A. (2000), Access and Engagement: Program Design and Instructional Approaches for Immigrant Students in Secondary Schools, McHenry, IL: Center for Applied Linguistics.
    [Google Scholar]
98. Ward, N. and Batalova, J. (2023), ‘Frequently requested statistics on immigrants and immigration in the United States’, Washington, DC: Migration Policy Institute, https://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states#children-immigrants. Accessed 26 April 2023.
99. Waters, M. C. and Kasinitz, P. (2021), ‘Race, legal status, & social mobility’, Daedalus, 150:2, pp. 120–34.
    [Google Scholar]
100. Zembylas, M. (2018), ‘Toward a decolonizing approach in human rights education: Pedagogical openings and curricular possibilities’, in M. Zembylas and A. Keet (eds), Critical Human Rights, Citizenship, and Democracy Education, London: Bloomsbury Academic, pp. 35–50.
     [Google Scholar]
101. Zembylas, M. and Keet, A. (2019), Critical Human Rights Education: Advancing Social-Justice-Oriented Praxes, New York: Springer.
     [Google Scholar]