Preparing teachers to work with multilingual learners
Author(s)
Bibliographic Information
Preparing teachers to work with multilingual learners
(Bilingual education and bilingualism / series editors, Colin Baker and Nancy Hornberger, 130)
Multilingual Matters, c2021
- : hbk
Available at 1 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
This 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.
Table of Contents
Acknowledgements
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.
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