Introduction

Conceptualizing and implementing teacher education programming for teachers who work with students who do not use the school's language of instruction as their primary language is a complex task. At the heart of such programming, we usually find a set of courses that examine such topics as the teaching of listening, speaking, reading, and writing skills; content-based language teaching; curriculum planning; classroom management; and evaluation strategies. Increasingly, these methodology courses also include observation of and reflection on language classrooms, peer teaching with feedback, and cooperative learning activities. However, what isn't often discussed is the impact that the arrival of second or other language students has on a school's linguistic, cultural, and learning environment outside the language classroom or the linguistic and racial tensions that sometimes arise as these students attempt to integrate into the school community.

Responding to changes in the school learning environment and linguistic and racial tensions between students is not easy, and school staff members often turn to their language teachers to help them think about effective ways of moving forward. This chapter is about preparing language teachers to respond effectively to the complexities of working across linguistic, cultural, and racial differences in multilingual schools so that they can show leadership around such issues as language choice, linguistic discrimination, and racism. In thinking about how to prepare my own teacher education students for this kind of leadership, I have begun to experiment with ethnographic playwriting and performed ethnography.