Description
Book SynopsisThis book brings together research from six different countries across three continents where teacher educators and policy makers are addressing the under-preparation of content teachers to work effectively with multilingual learners. By highlighting this relatively young field of research at an international level, the book advances the research-based knowledge of the field and promotes international research relationships and partnerships to better support the education of multilingual learners and their teachers.
The chapters represent high-quality empirical qualitative, quantitative, and mixed methods studies about pre-service and in-service teachers. Comprising four sections, each represents a critical aspect of the equitable teaching of multilingual learners. All the research was conducted in countries that belong to OECD (Organisation for Economic Co-operation and Development) and the PISA (Programme for International Student Assessment) enabl
Table of Contents
Foreword by Professor Ester de Jong
Introduction
PART 1: Policy
1 Multilingualism and Diversity in Northern Ireland Schools and Teacher Education
2 Multilingualism as a Resource: Policy Changes in Finnish Education
PART 2: Perspectives
3 Finnish teachers’ perspectives about linguistic and cultural diversity
4 Content Teacher Ideologies and Perspectives on Multilingual Learners
PART 3: Preparation
5 Mediating Theory & Practice for Multilingual Learners in Initial Teacher Education in England
6 Pre-Service Teachers´ Competency Development and Opportunities to Learn in Teaching Multilingual Learners in Germany
PART 4: Practice
7 Mainstream Teachers for Successful Multilingual Classrooms: The Case of a School
that Embraced a Genre-based Pedagogy to Teach Writing
8 Teachers’ professional learning and practice with multilingual Pacific/Pasifikalearners in Aotearoa New Zealand
Conclusion
