Teacher Education for Multilingual Education

Ofelia Garcı́a · Tatyana Kleyn

17 citations0/0 files storedThe Encyclopedia of Applied Linguistics

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Multilingual Education and Policy Teacher Education and Leadership Studies Second Language Learning and Teaching

Abstract

This entry reviews the three strands of competencies that teacher candidates for multilingual education need to develop: (a) understanding about bilingual students and their families, especially language minoritized students; (b) knowledge of language, bilingualism/multilingualism, and translanguaging; and (c) awareness of how to deliver a pedagogy for multilingualism. Each of these three strands is described, emphasizing critical poststructural theoretical perspectives, and questioning traditional theories that teacher education programs often emphasize. To develop these competencies, the entry proposes three prongs to a situated teacher‐education preparation: descriptive reviews of students, micro‐ethnographies of communities, and direct experience in schools.

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References

1981The Dialogic Imagination: Four Essays 1992Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms 2013Translanguaging 2010The Sociolinguistics of Globalization 2009Bilingual education in the 21st century: a global perspective 1994Foundations of Bilingual Education and Bilingualism 2017Translanguaging as a Practical Theory of Language 2010Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?

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2020Preparation of Teachers and Multilingual Education: Ethical, Just, and Student-Focussed Practices 2019Medium of Instruction and Multilingual Contexts: Unravelling the Questions and Unpacking the Challenges 2024Preparing Teachers for Linguistically Diverse Classrooms—A Systematic Review on Interventions and Intersectional Perspectives 2022Educating Early Years and Primary English Language Teachers Multilingually 2021Translanguaging in Polish minority schools in Ukraine and Lithuania

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