Learning Teaching as an Interpretive Process for Linguistic Justice

Abstract In this chapter, we describe how Learning Teaching as an Interpretive Process (LTIP) and linguistic justice shaped the design of a literacy educator preparation program to foreground cultural and linguistic diversity. The guiding framework of linguistic justice resulted in program coherence that was further buoyed by the instructional consistency provided by LTIP. These approaches provided the coherence and consistency that ensured teacher candidates interpreted diverse theoretical and philosophical approaches to language and literacy pedagogies across a range of literacy educational contexts from the local to the global, rather than adopting a singular approach to literacy instruction.