https://doi.org/10.1177/0022487118778838 Journal of Teacher Education 1–16 © 2018 American Association of Colleges for Teacher Education Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0022487118778838 journals.sagepub.com/home/jte Research/Empirical An assumption persists in schools that one academic English variety is acceptable and prerequisite for learning (Fránquiz & de la luz Reyes, 1998; Godley, Sweetland, Wheeler, Minnici, & Carpenter, 2006). This is despite evidence that expansive English using varied linguistic resources supports discovery, meaning-making, and academic tasks (Bunch, 2014; Enright, 2011; Moschkovich, 2007). Teachers need knowledge of linguistic diversity (Gort & Glenn, 2010), including diverse forms, purposes, and contexts of use. Such knowledge is key in working with emergent bilinguals, and those whose language practices do not match normative notions of standardized English (Heath, 1983; Lee & Luykx, 2007). However, teachers report being underprepared to sup- port such learners in linguistically complex classrooms (Ball, 2009; Darling-Hammond, 2006), with those earning bilin- gual certification feeling better prepared, albeit with limited resources (Gándara, Maxwell-Jolly, & Driscoll, 2005). Inadequate teacher preparation in addressing linguistic diversity has serious consequences for students. Teacher education (TE) needs tools and practices to prepare teachers for this work. TE pedagogy often fails to model practices faculty, standards, and resources espouse for K-12 use. Pedagogies for linguistically diverse K-12 students likely need two emphases: “promoting academic language devel- opment and creating a space to value the linguistic resources students bring with them” (Achugar, Schleppegrell, & Oteíza, 2007, p. 9). Engaging prospective teachers in that second task of valuing students’ linguistic resources has been understudied. TE may need models of how to foster such language knowledge and awareness. One approach is to immerse prospective teachers in documenting and reflecting on nuances of their own diverse language uses. This is the focus of the present study. As language is taken-for-granted in daily life, teacher educators who are not language experts predictably rely on texts and tasks at arm’s length from deep, personal engagement with language. In contrast, the present study aligns with innovations seeking integrity between proposed teaching processes and TE peda- gogy. We explore “walking the talk” of reflecting on language in ways TE espouses for K-12, moving beyond a tendency to look through rather than at language (de Jong & Harper, 2005). Robust theories of teacher learning are needed to understand what TE pedagogies yield—for example, what it 778838JTE XX X 10.1177/0022487118778838Journal of Teacher EducationAthanases et al. research-article 2018 1 University of California, Davis, USA 2 California State University, Monterey Bay, Seaside, CA, USA Corresponding Author: Steven Z. Athanases, School of Education, University of California, Davis, Davis, CA 95616, USA. Email: szathanases@ucdavis.edu Exploring Linguistic Diversity From the Inside Out: Implications of Self-Reflexive Inquiry for Teacher Education Steven Z. Athanases 1 , Leslie C. Banes 1 , Joanna W. Wong 2 , and Danny C. Martinez 1 Abstract With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one’s own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inquiry, documenting ways they and others use language, through language inventories, surveys, and essays. Participants were majority students of color, half bilingual. Students reported awareness of rich diversity and nuances of language uses, purposes, and fluidity across contexts. Although students often used a formal/informal contrast to describe language uses, this distinction was complicated. Understandings of language surfaced in writing as students engaged with linguistically diverse peers and situated their linguistic repertoires in sociopolitical context. Drawing on results and students’ reflections on the writings as tools, we offer implications for teacher education. Keywords bilingual/English language learners, multicultural education, multicultural teacher education, diversity