Many teachers point to the theory-practice gap between university training and their school-based work. Coteaching in conjunction with cogenerative dialoguing as a means of teacher induction has been shown to overcome this gap. In this paper, we articulate teacher development in the praxis-centered (coteaching/cogenerative dialoguing) setting of…

Explores a common assumption that learning standard English as a second language corresponds to acquiring a new code. Draws on various types of literature and the authors' experiences. Demonstrates how acquiring a new language leads to changing experiences of the Self and Other. (CMK)