Preparing Teachers to Work with Multilingual Learners

Preparing Teachers to Work with Multilingual Learners is the outcome of a collaboration between teacher educators and emergent researchers.Contributors to the book are from North America and Europe and worked together on the MultiTed project that aimed to foster international collaboration among researchers on strategies for teacher education in multilingual seQings.The book is comprehensive in its scope.It offers a theoretical overview of changing discourses around multilingualism and analyses both of related national and regional policies and of specific teacher education course curricula.In their analyses, authors aQend to social, historical, and ideological contexts.The book is divided into 11 chapters.In Chapter 1, the editors introduce the MultiTed project, presented as a response to the global challenges and opportunities posed by multilingualism in educational systems, and situate the book in a broader conversation about multilingualism and teacher education.In Chapter 2, Tobias Schroedler discusses four types of societal multilingualism: high-status state multilingualism, autochthonous languages and their revitalization, multilingualism resulting from migration, and what he describes as educationally manufactured multilingualism.These categorizations serve as a framework for understanding the varied manifestations of multilingualism across different contexts described later in the book.After establishing this background and framing, each chapter focuses on a specific geographic context.Chapter 3, by BethAnne Paulsrud and Adrian Lundberg, investigates the ways in which top-down diversity initiatives and discourses translate to teacher education programs in Sweden.In Chapter 4, Tams Pter Szab, Elisa Repo, Niina Kekki, and Kristiina Skinnari focus on two universities in Finland, illustrating how teacher training programs are adapting to meet the changing needs of a diverse student body.In Chapter 5, Lisa Berkel-OQo and her co-authors focus on three federal states in Germany (North Rhine-Westphalia, Hamburg, and Lower Saxony) and discuss the respective curriculum in each state, the pedagogical approaches adopted, and the variations in program implementation, influenced by each state's unique educational policy.Chapter 6, by Lucia Mikolin Saletovi, Klara Bili Metri, and Emina Berbi Kolar, situates Croatia's multilingualism in teacher education in a complex linguistic landscape, influenced by its history as a crossroads of empires and its status as a country with many officially recognized minority languages.In Chapter 7, Barbara Gross and Lynn MastelloQo examine teacher training in South Tyrol, Italy, detailing how historical border changes and current policies shape the preparation of educators in Italian, German, Ladin, and English within a highly linguistically diverse region.Chapter 8, by Chiara Liberio and Carlos Rafael Oliveras, discusses how teacher education programs in the Republic of Ireland address the linguistic diversity resulting from recent demographic shifts, with a specific focus on integrating multilingual education principles into the curriculum.Chapter 9, by Meike Wernicke, analyzes the response of teacher training programs in English Canada to the needs of multilingual learners, focusing on innovative approaches at institutions like the University of British Columbia, while in Chapter 10, Jessie Hutchison Curtis discusses the challenges and strategies of integrating multilingual education into teacher training programs in the United States, particularly through community-based teacher education and experiential learning.The final chapter is a cross-case analysis of the programs described earlier in the book.Svenja Hammer, Antje Hansen, and Meike Wernicke highlight key trends and common challenges faced by these programs, including differing conceptualizations of multilingualism and their influence on educational practices and policies.They also address the integration of multilingual approaches within curricula,