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Multilingualism in teacher education – a missing perspective.This article is based on fieldwork within teacher education. Questions were asked about how student teachers are prepared for work/employment in an educational system characterized by pluralism in terms of multilingualism and a second-language perspective. Is a multilingual perspective presented in teacher education as a competence for some or for all? The answers can be seen as fairly meagre, but this also tells something more general about how issues about language and pluralism are regarded. Perspectives on multilingualism and second language acquisition (if and when they arementioned) are often related in various ways to “the Others” and to a“deficiency perspective”. These topics are dealt with in the first part of the article. In next section discussing multilingualism, also seen as an asset, we encounter actors mostly within the field of linguistics. Didactic aspects as well as questions of identity are highlighted. The article ends with a morecomprehensive discussion on multilingualism, second-language perspective and governance/policy documents. Teacher education appears to be fairly national(ist), in spite of recurring talk about increasing globalization, and internationalization.
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