Autorentext

Sandie Mourão is a research fellow at Nova University Lisbon, Portugal.

Carolyn Leslie is an Assistant Professor at Nova University Lisbon, Portugal.

Klappentext

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.

Inhalt

Author biographies

Acknowledgements

Introduction

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. M**ixed-age primary classroom foreign language teaching: Implications for teacher education**

Tomá Kos

Chapter 5. Early English language learning: Exploring pedagogical practices in a pre-primary EFL class in Catalonia through systematic observation

Alexandra 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 textbooks

Gunhild 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

Afterword

Index