The authorship team all worked on the research project which forms the core of this book, some as faculty and some as doctoral researchers at the Ontario Institute for Studies in Education, University of Toronto, Canada.

• Figures and TablesAcronymsAcknowledgmentsAbout the AuthorsChapter 1. Jeff Bale and Antoinette Gagné: Contradictions of Stability and ChangeChapter 2. Jeff Bale, Shakina Rajendram, Mama Adobea Nii Owoo, Katie Brubacher and Wales Wong: The Research Design and the People Behind itChapter 3. Jeff Bale: Framing the StudyChapter 4. Shakina Rajendram, Mama Adobea Nii Owoo, Katie Brubacher, Wales Wong, Jennifer Burton and Jeff Bale: Who are Multilingual Learners in Ontario Imagined to Be?Chapter 5. Shakina Rajendram, Mama Adobea Nii Owoo, Yiran Zhang, Julie Kerekes and Jeff Bale: Preparing Teacher Candidates to Support Multilingual Learners: Insights from the FieldChapter 6. Jeff Bale, Katie Brubacher, Elizabeth Jean Larson and Yiran Zhang: STEPing into Deficit Thinking Chapter 7. Jeff Bale, Shakina Rajendram, Katie Brubacher, Jennifer Burton and Wales Wong: (Un-)Learning Translanguaging Pedagogies    Chapter 8. Jeff Bale, Shakina Rajendram, Antoinette Gagné, Katie Brubacher, Wales Wong and Jennifer Burton: Practices and Principles of Change   Elizabeth Jean Larson: Appendix: Overview of the PeCK-LIT Test and Additional Analyses

This book provides an essential and timely contribution to the field of multilingual teacher education. Drawing on the concept of raciolinguicized subjectivities and situated within the sociopolitical and policy shifts of Ontario, Canada, this study of a teacher education program has much to offer to researchers and teacher educators.