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Recognising the urgent need for further progress in teacher education and preparation for the success of early language learning, this volume presents research on the education and professional development of teachers, exploring how they can foster multilingual spaces in the early years of formal education.
Inhaltsverzeichnis
Author biographiesAcknowledgementsIntroduction Sandie Mourão and Carolyn Leslie
Part 1: Researching Teacher Practices
Chapter 1. The transformative power of local language encounters: Implications for teacher education Malika Pedley, David Roxburgh, Lorna Anderson and Joanna McPake
Chapter 2. An investigation into linguistically and culturally responsive practices in early childhood education in Iceland Hanna Ragnarsdóttir
Chapter 3. Teachers' perceptions, classroom practices and needs in developing students' FL literacy skill: A transnational study Mateja Dagarin Fojkar, Katarzyna Brzosko-Barratt and Raquel Fernández-Fernández
Chapter 4. Mixed-age primary classroom foreign language teaching: Implications for teacher education Tomáš Kos
Chapter 5. Early English language learning: Exploring pedagogical practices in a pre-primary EFL class in Catalonia through systematic observationAlexandra Vraciu and Elisabet Pladevall-Ballester
Part 2: Researching Teacher Education
Chapter 6. Exploring multi and translingual perspectives through dominant language constellation artefacts in teacher education: Shifting perspectives Nayr Correia Ibrahim
Chapter 7. Preparing teachers for multilingualism in Norwegian early childhood education and care provision through student active learning methods Elena Tkachenko, Nina Gram Garmann and Anna Sara H. Romøren
Chapter 8. Climbing the ladder of global citizenship: The discourses and practices of pre-service primary English teachers in Portugal Mónica Lourenço
Chapter 9. Linguistic landscapes as a resource in language teacher education Jana Roos and Howard Nicholas
Chapter 10. Teaching-based master dissertations to support reflective practices when using story in early English language learning Annett Kaminski
Chapter 11. In-service teacher education in English: Theorizing and critical reflection as tools for transforming teaching practices Ingebjørg Mellegård
Part 3: Researching Teacher Education Curricula
Chapter 12. Professional learning competences and tasks in primary English teacher education curricula in Portugal Flávia Vieira, Sandie Mourão, Ana Isabel Andrade and Ana Raquel Simões
Chapter 13. Language ideologies at play in early childhood teacher education: A study of syllabi and textbooksGunhild Tomter Alstad
Chapter 14. Looking at different formats of professional development in the context of EFL teacher education in CLIL programmes: An exercise in reflective practice Ana Halbach
AfterwordIndex
Über den Autor / die Autorin
Sandie Mourão is a research fellow at Nova University Lisbon, Portugal.
Carolyn Leslie is an Assistant Professor at Nova University Lisbon, Portugal.
