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Teacher candidates, discourse and diversity

This paper reviews a classroom practice designed to help teacher candidates become more critically reflective practitioners in regard to multiculturalism, language, and practice. The literature on teacher education and multicultural discourse theory serves as theoretical background. A questionnaire was used to collect data about student attitudes and beliefs regarding issues of language and diversity. In light of the more extensive and open discussions that ensued (not only in the class reviewed, but in other classes that followed), the author suggests this action research project may be of value to educators and researchers who struggle, as so many do, in the teaching of multicultural issues.