Sandra I. Musanti

TL;DR: The Collaboration Centers Project (CCP) as mentioned in this paper was a three-year, federally funded program that focused on helping in-service teachers better address the needs of English language learners (ELLs) in their classrooms.

TL;DR: The authors used critical incidents as a device for investigating the nuances of human interaction within two educational settings to illuminate commonalities as well as differences in their approaches and demonstrate how the inclusion of critical incidents affords both participants and researchers "turning points" in ways of thinking about and reflecting upon the complex contexts of their lived experiences.

TL;DR: In this article, the authors consider the relevance and contributions of sociocultural theory and multicultural and critical pedagogies to professional development in special education and argue that an adequate and a sufficient theoretical framework for professional development of special education must explicitly and directly address the issues of power, discrimination, and relative status that, they argue, underlie many dilemmas of application of practice.

TL;DR: The authors explored translanguaging practices of pre-service bilingual teachers in academic writing and found that bilingual teachers creatively leveraged their Spanish and English linguistic repertoire to produce meaningful Spanish writing, showing the potential of translanguage as a practice in action and a pedagogical tool to defy the monolingual tradition prevailing in bilingual teacher preparation.