Dialogue Across Borders: Dismantling Deficit Thinking in TESOL Teacher Education

ABSTRACT This article explores the pervasive influence of deficit thinking in language teacher education across the United States and the United Kingdom, particularly in relation to language and race. Drawing on a transatlantic research project funded by the Spencer Foundation, the authors trace the historical and ideological roots of deficit perspectives, highlighting how raciolinguistic ideologies have shaped teacher education policy and practice. The manuscript critiques the dominance of accountability‐driven reforms and standardized curricula that marginalize multilingual and racially minoritized students by framing their linguistic practices as deficient. Through a dialogic and comparative approach, the authors, who are applied linguists and teacher educators based in the UK and US, share their pedagogical strategies for resisting deficit ideologies and promoting linguistic justice in TESOL teacher education. By fostering dialogue across borders, the authors aim to inspire educators to rethink their practices and coconstruct inclusive, transformative educational futures.