Listen to the Voices of Foreign Language Student Teachers: Implications for Foreign Language Educators

Abstract

The purpose of this paper is to better understand how critical pedagogy and multicultural education can help meet the challenges that world language teachers experience in the teaching of culture. The authors believe that eliciting and understanding the voices of foreign language student teachers is essential to help them learn to mediate their own learning and prepare to teach a multiculturally diverse population in 21st century classrooms. Foreign-language professors may be encouraged to respect and facilitate the struggles involved in acquiring and teaching other languages by incorporating principles of critical pedagogy and techniques from multicultural education.