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.
Cuprins
Acknowledgements
Contributors
1. Meike Wernicke, Antje Hansen, Svenja Hammer and Tobias Schroedler: Multilingualism and Teacher Education: Introducing the Multi TEd Project
2. Tobias Schroedler: What is Multilingualism? Towards an Inclusive Understanding
3. Beth Anne 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.
Despre autor
Tobias Schroedler is Junior Professor of Multilingualism and Social Inclusion at the University of Duisburg-Essen, Germany. He has published on different aspects of multilingualism and his research interests include multilingualism in teacher education, institutional multilingualism, language education and language economics.
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