The book provides a comprehensive overview of international pedagogical approaches, research, innovation experiences, and best practices in bilingual and second language education to enhance bilingual teacher education programs. The book clearly outlines the need for an interdisciplinary and interconnected approach to effecting successful bilingual teacher education programs. Featuring practical examples from a wide range of geographic contexts throughout, the volume comprises diverse pedagogical approaches to bilingual and second language teacher education, bilingual and plurilingual education, storytelling, digital storytelling and digital technology, and content and language integrated learning (CLIL), including methodological strategies in bilingual education as well as quality standards in CLIL syllabus design assessment. The book concludes by reflecting on the lessons learned from research, and identifies future directions for bilingual education programs and bilingual teacher education. The volume will be of interest to students and scholars in bilingual and second language education, bilingual teacher education, CLIL, as well as educators and stakeholders in bilingual, CLIL, and English teacher education degree programs.

Regardless of the discipline or country, creating quality education is multifaceted. At the center of any schooling practice are the educators, their schools, and the teacher education programs that license them. As the schools and faculties of education strive to provide the best practices to pre-service or in-service teachers, it becomes more critical to increase the quality of teacher education via various means to keep up with the demands of schooling in the 21st century. Interdisciplinary Approaches Toward Enhancing Teacher Education provides an overview of how innovation and research experience can enhance teacher education programs with a focus on competencies, skills, and strategies future teachers will need to cope with while teaching students’ learning with diversity and facing linguistic, social, and environmental challenges. The book particularly investigates the potentiality of educational technology, innovative techniques, and digital storytelling to enhance education and bilingualism in intercultural contexts and multilingual settings. Covering topics that include performance assessment, teacher training, and professional development, and including many practical and diverse examples, this book is intended for TESOL, second or foreign language learning, and CUL programs and teacher-training institutions, as well as teachers, researchers, academicians, and students in interdisciplinary areas that include science, history, geography, language learning, bilingualism, intercultural competencies, classroom interaction, gamification, and educational technology.

This innovative collection explores transnational approaches to bilingual teacher education from different angles, unpacking the challenges and opportunities in contemporary global bilingual programs. The book offers a thorough account of transnational pedagogical research and best practice in bilingual and second language education to advance bilingual and content and language integrated learning (CLIL) teacher education programs across international contexts, including Australia, Mexico, the United States, the United Kingdom, and around Europe. The book offers a window into better understanding issues around research outcomes on bilingual education professional development models adaptable for diverse settings, translanguaging pedagogy, creative and multimodal tools, and methodological strategies. The book also examines the challenges involved in plurilingual classrooms and formal and informal bilingual education in urban and rural areas. Influenced by the demands raised by the pandemic, some chapters discuss integrated frameworks for hybrid language learning in distance education. This volume will be of interest to students and scholars in bilingual teacher education, bilingual and second language education, and CLIL.

Recently intensified global mobility has reinforced the interest for ethnolinguistic diversity and multilingualism in education and society. Interdisciplinary Research Approaches to Multilingual Education brings together current interdisciplinary perspectives in multilingual and second language education to examine research and language teaching in specific countries, as well as different aspects of multilingual education that include language policies and ICT applications. Containing context-specific practical interventions and relevant theoretical approaches, it considers the contemporary challenges of language policies and practices to inform teacher and curriculum development based on international empirical research. The chapters of this book are centered around the following themes: Educational programs and policies Teaching and learning Linguistic diversity ICT and language learning This book will be of great interest to academics, researchers and postgraduate students in language education, bilingual education, second/foreign language learning, CALL, and applied linguistics. It will also appeal to educational administrators and those involved with language education policies.

This collection highlights diverse epistemological perspectives in original research on the important role of multimodality in second language contexts. The volume explores a wide range of theoretical and methodological traditions toward foregrounding the notion that bodily action is not merely an add-on to the modality of talk but an integral part of second language teaching, learning, and interaction. Following an introductory chapter, 18 empirical chapters feature either classroom or non-classroom research, which shed light on different dimensions of multimodality in second language contexts, including learning reflected in gesture, learning gesture across languages, the role of bodily action in language teaching, and the role of movement in configuring space for effective communication. Each empirical chapter follows a consistent structure detailing the research focus, the background to each study, methodology, and findings. A concluding synthesis chapter braids the insights of these chapters, drawing parallels across different methods, and pointing toward crosscutting areas for future research. This book will be of interest to students and scholars in applied linguistics, multilingualism, bilingualism, gesture studies, cognitive science, and psychology. Chapter 10 of this book is available for free in PDF format as Open Access at www.taylorfrancis.com. It has been made available under a Creative Commons Attribution-NonCommercial-ShareAlike (CC-BY-NC-SA) 4.0 International license.

This book explores self-concept in foreign language (FL) learning, tracing the trajectories of a group of Japanese language learners at an Australian university to illuminate new insights about the factors impacting positive self-concept and implications for language learning more broadly. The volume calls attention to the ways in which learners’ perception of themselves as FL learners plays a fundamental role in FL learning. Drawing on data from a longitudinal study, including student diaries, interviews and classroom observations, Yoshida outlines shifts in self-concept as learners progress from secondary school to university courses to study abroad and beyond. The book demonstrates how the learner journey is marked by a growing recognition of the importance of practice for achievement but also a greater sense of self-consciousness, with learners’ agency in creating opportunities for themselves to practice their FL as a key factor in improving self-concept over time. This work offers unique observations about self-concept for learners who already ‘have’ global English as a first language, inspiring ways forward for future research and language teaching in other under-studied languages. The book will appeal to students and researchers in applied linguistics, SLA and foreign language learning, as well as stakeholders in Japanese language programs.

In this volume, scholars, researchers, and teacher educators from across the United States present their latest findings regarding teacher education to develop meaningful learning experiences and meet the sociocultural, linguistic, and academic needs of Latino ELLs. The book documents how teacher education programs guide teachers to engage in culturally and linguistically diverse academic contexts and sheds light on the variety of research-based theoretical frameworks that inform teaching practices. A unique contribution to the field, Learning from Emergent Bilingual Latinx Learners in K-12 provides innovative approaches for linking Latino school communities with teachers at a time when demographic shifts are considerably altering population trends in the K-12 educational system.