Description
Book SynopsisThis collection examines a diverse range of approaches to multilingualism in teacher education programmes across Europe and North America. The authors investigate how pre-service teachers are being prepared to work in multilingual contexts and discuss the key features of current pre-service teacher education initiatives that address the increasing linguistic and cultural diversity evident in classrooms in their respective countries. The focus is not only on migrant-background learners but includes students from Indigenous, autochthonous and heritage language backgrounds, and speakers of minoritised regional varieties. The chapters contextualise, both historically and ideologically, the specific initiatives and measures taken in the participating countries. They also reveal the complexity of each educational context and the role that history, language policies and institutional and programmatic priorities play in the development and implementation of a multilingual focus in teacher education. In exploring how pre-service teachers are being prepared to work in multilingual contexts, the authors take a critical view of how multilingualism itself is conceptualised within and across contexts. The book highlights the valuable impact that explicit instruction on theories of multilingualism, pedagogies in multilingual classrooms and lived realities of multilingual children can have on the beliefs and practices of pre-service teachers.
Trade ReviewThis collection makes a useful contribution to the growing research base on teacher education for multilingual learners in linguistically diverse contexts. The international scope of the volume allows for richer – and more historically informed – definitions of multilingualism, and provides insightful comparative analysis of how teacher-education policies and curricula interact in shaping the preparation of future teachers to support multilingual learners. * Jeff Bale, University of Toronto, Canada *
This book is a long awaited deeper look into the ways teacher education responds to the multilingual reality of today's classrooms. The selection of countries elucidates the vital importance of understanding multilingualism in the context of each country's institutional structures and sociopolitical processes. It will help to push forward the agenda in many other countries' teacher education as well!
* Barbara Herzog-Punzenberger, University of Innsbruck, Austria *
This much-needed volume deepens our understanding of the commonalities and complexities of preparing teachers to address linguistic and cultural diversity. The authors from nine countries have forged an international alliance that accounts for the unique historical context of each setting. This important work sets the stage for future research on the equitable education of multilingual learners across their nations and around the world.
* Nancy L. Commins, University of Colorado Denver, USA *
The studies [in this book] uncover that more effort is needed to develop knowledge, skills, experiences, and awareness in the teacher candidates to teach CLD students. One of the contributions of this volume for those who are interested in multilingual education is that it reports how pre-service teachers are prepared in Europe and North America to teach multilingual learners. The chapters also unveil that the education policies and practices are informed by monolingual ideology and focus on developing literacy skills and content knowledge in the official and/or English language.
-- Tirtha Karki, Purdue University, USA * Journal of Language, Identity & Education, 2022 *
This volume is an important contribution to the research on multilingualism and teacher education [It] is essential reading for students of applied linguistics, sociolinguistics, sociology, psychology, language acquisition and education, researchers, practitioners, teachers, educators, and members of the general public who would like to know more about the recent developments in the areas of multilingualism and teacher education.
-- Sviatlana Karpava, University of Cyprus, Cyprus * LINGUIST List 32.2737 *
Table of ContentsAcknowledgements
Contributors
1. Meike Wernicke, Antje Hansen, Svenja Hammer and Tobias Schroedler: Multilingualism and Teacher Education: Introducing the MultiTEd Project
2. Tobias Schroedler: What is Multilingualism? Towards an Inclusive Understanding
3. BethAnne Paulsrud and Adrian Lundberg: One School for All? Multilingualism in Teacher Education in Sweden
4. Tamás Péter Szabó, Elisa Repo, Niina Kekki and Kristiina Skinnari: Multilingualism in Finnish Teacher Education
5. Lisa Berkel-Otto, Antje Hansen, Svenja Hammer, Svenja Lemmrich, Tobias Schroedler and Ángela Uribe: Multilingualism in Teacher Education in Germany: Differences in Approaching Linguistic Diversity in Three Federal States
6. Lucia Miškulin Saletović, Klara Bilić Meštrić and Emina Berbić Kolar: Multilingualism in Teacher Education in Croatia
7. Barbara Gross and Lynn Mastellotto: Approaches to Diversity: Tracing Multilingualism in Teacher Education in South Tyrol, Italy
8. Chiara Liberio and Carlos Rafael Oliveras: Multilingualism and Primary Initial Teacher Education in the Republic of Ireland: Policies and Practice
9. Meike Wernicke: Preparing Teachers for Multilingual Classrooms in English Canada
10. Jessie Hutchison Curtis: Multilingualism and Teacher Education in the United States
11. Svenja Hammer, Antje Hansen and Meike Wernicke: Diversity in Teacher Preparation for Multilingual Contexts
Index
To see multilingual abstracts for this book please go to our website.
