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This 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) enabling the reader to compare contexts and outcomes.
This book will be of particular interest to academics, researchers,
and post-graduate students in the fields of language education,
teacher education, and education for multilingual learners. It will
be of great value to anyone concerned with equity and social
justice for multilingual learners whose languages, cultural
practices, and resources are often overlooked and/or marginalized
in the schools they attend.
This 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) enabling the reader to compare contexts and outcomes.
This book will be of particular interest to academics, researchers,
and post-graduate students in the fields of language education,
teacher education, and education for multilingual learners. It will
be of great value to anyone concerned with equity and social
justice for multilingual learners whose languages, cultural
practices, and resources are often overlooked and/or marginalized
in the schools they attend.
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.
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