Teaching Content and Language in the Multilingual Classroom

This book brings together research from six different countries across three continents where teacher educators and policy makers are addressing the under-preparation of content teachers to work effectively with multilingual learners.

Autorentext

Svenja Hammer is a Postdoctoral Researcher at the Leuphana University of Lüneburg, Germany and an affiliated researcher at the University of Nebraska-Lincoln, USA. Her research focuses on the inter(national) comparison of pre-service teachers' competencies and beliefs regarding multilingual learners.

Kara Mitchell Viesca is an Associate Professor of Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln, USA. Her research focuses on advancing equity in the policy and practice of educator development, particularly for teachers of multilingual students.

Nancy L. Commins is a Clinical Professor Emeritus from the University of Colorado, Denver, USA. Over the past four decades, she has worked as a bilingual classroom teacher, program director, school district administrator, university professor, and independent consultant assisting teachers, schools, districts, and states to improve instruction for multilingual learners.

Inhalt

Foreword by Professor Ester de Jong

Introduction

PART 1: Policy

1 Multilingualism and Diversity in Northern Ireland Schools and Teacher Education

2 Multilingualism as a Resource: Policy Changes in Finnish Education

PART 2: Perspectives

3 Finnish teachers' perspectives about linguistic and cultural diversity

4 Content Teacher Ideologies and Perspectives on Multilingual Learners

PART 3: Preparation

5 Mediating Theory & Practice for Multilingual Learners in Initial Teacher Education in England

6 Pre-Service Teachers´ Competency Development and Opportunities to Learn in Teaching Multilingual Learners in Germany

PART 4: Practice

7 Mainstream Teachers for Successful Multilingual Classrooms: The Case of a School

that Embraced a Genre-based Pedagogy to Teach Writing

8 Teachers' professional learning and practice with multilingual Pacific/Pasifikalearners in Aotearoa New Zealand

Conclusion