Teacher education for inclusive bilingual contexts: collective reflection to support emergent bilinguals with and without disabilities

The exploration of valid pedagogies for teaching emergent bilinguals has become a topic of growing interest in the field of bilingual education. A sizable body of scholarship pertaining to pedagogical innovations in this area has formulated a variety of frameworks and models in an attempt to integrate multicultural topics in courses for racially and linguistically diverse students. Notwithstanding the research into teacher education to varying extents, much of it remains manifest in journal papers and has not yet migrated into monographs. In addition, the issue of how to incorporate knowledge and skills in various teacher education programmes into teaching practice has not yet been addressed systematically up to date, thus showing a gap in the literature. In this respect, Patricia Martínez-Álvarez's recent work entitled Teacher Education for Inclusive Bilingual Contexts appears to be a much-welcomed contribution to the research area of bilingual education. The main focus of Martínez-Álvarez's research-led guidebook is to help illuminate readers' understanding of inclusive bilingual education programmes in which emergent bilinguals are offered opportunities to become bi-literate and bi-cultural, and incorporate knowledge and skills into their classroom practice in ways that are informed by relevant theories and extant research findings.