Preparing Teachers to Work with Multilingual Learners

Reviews / Votes

This collection makes a useful contribution to the growing research base on teacher education for multilingual learners in linguistically diverse contexts. The international scope of the volume allows for richer - and more historically informed - definitions of multilingualism, and provides insightful comparative analysis of how teacher-education policies and curricula interact in shaping the preparation of future teachers to support multilingual learners. * Jeff Bale, University of Toronto, Canada * This book is a long awaited deeper look into the ways teacher education responds to the multilingual reality of today's classrooms. The selection of countries elucidates the vital importance of understanding multilingualism in the context of each country's institutional structures and sociopolitical processes. It will help to push forward the agenda in many other countries' teacher education as well! * Barbara Herzog-Punzenberger, University of Innsbruck, Austria * This much-needed volume deepens our understanding of the commonalities and complexities of preparing teachers to address linguistic and cultural diversity. The authors from nine countries have forged an international alliance that accounts for the unique historical context of each setting. This important work sets the stage for future research on the equitable education of multilingual learners across their nations and around the world. * Nancy L. Commins, University of Colorado Denver, USA * The studies [in this book] uncover that more effort is needed to develop knowledge, skills, experiences, and awareness in the teacher candidates to teach CLD students. One of the contributions of this volume for those who are interested in multilingual education is that it reports how pre-service teachers are prepared in Europe and North America to teach multilingual learners. The chapters also unveil that the education policies and practices are informed by monolingual ideology and focus on developing literacy skills and content knowledge in the official and/or English language. -- Tirtha Karki, Purdue University, USA * Journal of Language, Identity & Education, 2022 * This collection of perspectives provides a nuanced view of regional differences, including historical, linguistic, and political factors, showing how multilingualism is situated in local contexts and how top-down policies related to multilingualism are negotiated in educational practice. * Aleksandra Adach, University of Illinois Chicago, USA and University of Toronto, Canada, TESL Canada Journal, 2024 * This volume is an important contribution to the research on multilingualism and teacher education [It] is essential reading for students of applied linguistics, sociolinguistics, sociology, psychology, language acquisition and education, researchers, practitioners, teachers, educators, and members of the general public who would like to know more about the recent developments in the areas of multilingualism and teacher education. -- Sviatlana Karpava, University of Cyprus, Cyprus * LINGUIST List 32.2737 *