"This book examines a diverse range of approaches to multilingualism in teacher education programmes across Europe and North America. It studies how pre-service teachers are being prepared to work in multilingual contexts and the key features of current initiatives that address the linguistic and cultural diversity of their respective countries"-- Provided by publisher

nexusstc/Preparing Teachers to Work with Multilingual Learners/a4c88c1927b6fefde63cea18bae07cde.pdf

lgli/10.21832_9781788926119.pdf

lgrsnf/10.21832_9781788926119.pdf

zlib/no-category/Meike Wernicke (editor); Svenja Hammer (editor); Antje Hansen (editor)/Preparing Teachers to Work with Multilingual Learners_25906869.pdf

Emina Berbić Kolar; Lisa Berkel-Otto; Klara Bilić Meštrić; Barbara Gross; Svenja Hammer; Antje Hansen; Jessie Hutchison Curtis; Niina Kekki

Wernicke, Meike; Hammer, Svenja; Hansen, Antje; Schroedler, Tobias

Meike Wernicke; Svenja Hammer; Antje Hansen; Tobias Schroedler

Ingram Publisher Services UK- Academic

Channel View Publications

Bilingual Education et Bilingualism, Blue Ridge Summit, PA, 2021

Bilingual education and bilingualism, Bristol, 2021

Channel View (Lightning Source), Bristol, UK, 2021

United Kingdom and Ireland, United Kingdom

1, 20210415

degruyter.com

producers:
PDFium

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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.

2023-08-21