32.1355, Books: Preparing Teachers to Work with Multilingual Learners: Wernicke, Hammer, Hansen, Schroedler (eds.)

[The LINGUIST List]

LINGUIST List: Vol-32-1355. Fri Apr 16 2021. ISSN: 1069 - 4875.

Subject: 32.1355, Books: Preparing Teachers to Work with Multilingual Learners: Wernicke, Hammer, Hansen, Schroedler (eds.)

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Date: Fri, 16 Apr 2021 17:28:51
From: Flo McClelland [flo at multilingual-matters.com]
Subject: Preparing Teachers to Work with Multilingual Learners: Wernicke, Hammer, Hansen, Schroedler (eds.)

 


Title: Preparing Teachers to Work with Multilingual Learners 
Series Title: Bilingual Education & Bilingualism  

Publication Year: 2021 
Publisher: Multilingual Matters
	   http://www.multilingual-matters.com/
	

Book URL: https://www.multilingual-matters.com/page/detail/?K=9781788926096 


Editor: Meike Wernicke
Editor: Svenja Hammer
Editor: Antje Hansen
Editor: Tobias Schroedler

Hardback: ISBN:  9781788926102 Pages: 256 Price: U.S. $ 149.95
Hardback: ISBN:  9781788926102 Pages: 256 Price: U.K. £ 109.95
Paperback: ISBN:  9781788926096 Pages: 256 Price: U.S. $ 49.95
Paperback: ISBN:  9781788926096 Pages: 256 Price: U.K. £ 34.95


Abstract:

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.
 



Linguistic Field(s): Applied Linguistics


Written In: English  (eng)

See this book announcement on our website: 
http://linguistlist.org/pubs/books/get-book.cfm?BookID=153613




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LINGUIST List: Vol-32-1355	
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