Transnational Approaches to Bilingual and Second Language Teacher Education

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.

M. Dolores Ramírez-Verdugo is Professor of English Applied Linguistics and Teacher Education in the Department of Modern Languages and Pedagogy at Universidad Autónoma de Madrid, Spain.

List of Figures List of Tables List of Contributors Introduction. Transnational views and experiences on bilingual and second language teacher education, M. Dolores Ramírez-Verdugo Part 1. Pedagogical Approaches to Bilingual Teacher Education and Professional Development Chapter 2. Realization of interdisciplinary learning environments through CLIL, David Marsh & Wendy Díaz Pérez Chapter 3. Multimodal and creative tools in the translanguaging ELA classroom, Ivana Espinet Chapter 4. Reflective Co-teaching in primary EFL and CLIL teacher education, Alfonso López Hernández & Magdalena Custodio-Espinar Chapter 5. A framework for developing (inter)cultural component in CLIL teacher education, Ana Otto & M. Elena Serrano-Moya Chapter 6. A COVID-triggered and language-oriented pedagogical awakening, Michal Daszkiewicz Chapter 7. Paths toward critical literacy: Colombian teacher-researchers' understandings of literacy in the language classroom, M. Teresa Esteban Nuñez, Anna Carolina Peñaloza-Rallón, and Ana Olga Rallón Chapter 8. A Technology-based English Rhythm Approach for Bilingual Higher Education, Raúl Jiménez Vilches & M. Dolores Ramírez-Verdugo Part 2. Plurilingual contexts in Second Language and Bilingual Teacher Education Chapter 9. Current challenges for bilingual teacher education - the multilingual classroom, Lluïsa Astruc & M. Paz Marín García Chapter 10. Language education challenges in and outside of the classroom: A case study in rural Sonora, Carolyn O'Meara, Stephen A. Marlett, and Cathy M. Marlett Chapter 11. Albanian and Spanish bilingual primary school teacher exchange: Experience impact and challenges, Joseph Xhixhu and M. Dolores Ramirez-Verdugo Chapter 12. CoAssessment of content and language: the case of CLIL, EMI, and multilingual contexts, Helena Reirstam Conclusion. International challenges and perspectives in a second language and bilingual teacher education, M. Dolores Ramírez Verdugo Index