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This book is designed for English as a foreign language (EFL) teachers to shape their teaching practices and integrate bilingual education. It investigates the emerging context of bilingualism in schools where non-bilingual children are taught both through their native language and English as the second language.
· Part I focuses on the theoretical underpinnings of bilingualism in EFL contexts.
· Part II explores empirical research into bilingual teaching education.
· Part III provides teaching pedagogies embracing dynamic bilingualism in EFL contexts and offers practical suggestions for EFL teachers creating instructional and interactional spaces.
· Part IV is dedicated to practice-based, hands-on activities both for pre-service and in-service EFL teachers.
This book is intended for language teachers, students in language teacher education graduate programs, researchers in EFL contexts, and language teacher educators and trainers. It empowers stakeholders to re-envision, and ultimately transform, bilingual education critically and practically, promoting the building of stronger identities.
List of contents
Part I Theoretical Frameworks of Bilingualism.- Chapter 1: Bilingualism in language education.- Chapter 2: Approaches to bilingual programs in EFL contexts.- Chapter 3: Language Teachers in Bilingual Education.- Part II Research on Bilingual Teaching Education.- Chapter 4: Bilingualism in language classrooms.- Chapter 5: Translanguaging as a Pedagogy in EFL classrooms.- Chapter 6: Bilingual Teacher development.- Chapter 7: Research Results.- Part III Putting Bilingual Education for EFL Teachers into Practice.- Chapter 8: Bilingualism-Oriented Courses for Pre-service EFL Teachers.- Chapter 9: Bilingualism Oriented Trainings for In-service EFL Teachers.- Part IV Conclusion.- Chapter 10: Conclusion: A Catalogue of Considerations for Bilingual Language Teacher Education.
About the author
Kenan Dikilitaş (corresponding author) is a professor at University of Bergen, Norway. He is the author of several books and articles on language teacher education, action research, and bilingual education in monolingual contexts. He recently co-authored Introduction to TESOL: Becoming a Language Teaching Professional (Wiley Blackwell, 2021) and co-edited ‘Research Methods in Language Learning and Teaching’ (Wiley 2022) and International Perspectives on Mentoring in Language Education (Palgrave 2022) and more recently the Routledge Handbook of Language Teacher Action Research (Routledge, 2025).
Muhammet Yaşar Yüzlü is an Associate Professor at the Department of English Language Teaching at Zonguldak Bülent Ecevit University, Türkiye. His research interests include translanguaging, bilingualism, multilingualism, positive psychology, and technology in language learning. His recent studies appeared in System, Innovation in Language Learning and Teaching, Linguistics and Education, Language Awareness, International Journal of Multilingualism, and Journal of Multilingual and Multicultural Development.
Ali Öztüfekçi is an Assistant Professor in the Department of English Language Teaching at Bahçeşehir University (BAU). He has authored articles and book chapters on Bilingualism, Translanguaging, and pre-service teacher training. His ongoing research is centred around multilingual teacher education and multilingual instruction.
Simon Mumford is a senior lecturer at İzmir University of Economics, Turkey, where he teaches EAP and works as an editor of articles for EAL academics. He has published articles and book chapters on topics including testing, teaching bilingualism, writing up teacher research, researcher identity and academic language.
Summary
This book is designed for English as a foreign language (EFL) teachers to shape their teaching practices and integrate bilingual education. It investigates the emerging context of bilingualism in schools where non-bilingual children are taught both through their native language and English as the second language.
· Part I focuses on the theoretical underpinnings of bilingualism in EFL contexts.
· Part II explores empirical research into bilingual teaching education.
· Part III provides teaching pedagogies embracing dynamic bilingualism in EFL contexts and offers practical suggestions for EFL teachers creating instructional and interactional spaces.
· Part IV is dedicated to practice-based, hands-on activities both for pre-service and in-service EFL teachers.
This book is intended for language teachers, students in language teacher education graduate programs, researchers in EFL contexts, and language teacher educators and trainers. It empowers stakeholders to re-envision, and ultimately transform, bilingual education critically and practically, promoting the building of stronger identities.
