Fernando Zolin Vesz is Assistant Professor in the Department of Linguistics at the Federal University of Mato Grosso, Brazil. He has published papers in collective volumes, such as The Politics of English Second Language Writing Assessment in Global Contexts.Dario Luis Banegas is Lecturer in Language Education at the Moray House School of Education and Sport, University of Edinburgh, Scotland. He has co-edited volumes on initial language teacher education and gender and sexuality diversity in English language education. Luciana C. de Oliveira is Associate Dean in the School of Education and a Professor in the Department of Teaching and Learning at Virginia Commonwealth University, USA. She has authored or edited 28 books and has over 200 publications in various outlets.

• List of FiguresList of TablesList of ContributorsAcknowledgements1. Introduction: On How Language Teacher Education Can Critically Address Multilingualism and Transculturalism, Fernando Zolin Vesz (University of Mato Grosso, Brazil), Dario Luis Banegas (University of Edinburgh, Scotland) and Luciana C. de Oliveira (Virginia Commonwealth University, USA)2. How Language Education Finds It Difficult to Go Along with Critical Approaches: A School Case from Scotland, Argyro Kanaki (University of Dundee, Scotland)3. Decolonizing Multilingualism and Transnationalism in a Mono-Cultural and United Land: Narratives and Linguistic Landscapes from Language Education in Thailand, Adcharawan Buripakdi (Suranaree University of Technology, Thailand) and Thidaporn Jumpakate (Victoria University of Wellington, New Zealand)4. “Even Though I’m Not a Native Speaker”: a Qazaq EFL Teacher Educator’s Identities, Serikbolsyn Tastanbek (University of British Columbia, Canada)5. Promoting Multilingualism through a Transnational Definition of Culture, Daniela Silva (University of Texas at San Antonio, USA)6. An Analysis of Language Teacher Education Curricula: Preparing Pre-Service Teachers for Contemporary Pluricultural Classrooms, Camila Höfling (Federal University of Sao Carlos, Brazil) and Patricia de Oliveira Lucas (Federal University of Piaui, Brazil)7. Towards a Plurilingual Pedagogy and Critical Intercultural Perspective in Bi/Multilingual Schools and the “Global Kids Portfolio”, Michele Salles El Kadri (State University of Londrina, Brazil), Vivian Saviolli (State University of Londrina, Brazil) and Andressa Cristina Molinari (State University of Londrina, Brazil)8. Crafting Borders and Identities through State Multiculturalism and Interculturalism Policies, Maryam Almohammad (University of Edinburgh, Scotland)Index

The volume takes readers to corners where language teacher educators do not usually go. From northern and southern education ideologies to the ups and downs of critical issues. This collection is a valuable resource for teacher-educators who are always in the lookout for ways to reach all language teachers.

Fernando Zolin Vesz is Assistant Professor in the Department of Linguistics at the Federal University of Mato Grosso, Brazil. He has published papers in collective volumes, such as The Politics of English Second Language Writing Assessment in Global Contexts.Dario Luis Banegas is Lecturer in Language Education at the Moray House School of Education and Sport, University of Edinburgh, Scotland. He has co-edited volumes on initial language teacher education and gender and sexuality diversity in English language education. Luciana C. de Oliveira is Associate Dean in the School of Education and a Professor in the Department of Teaching and Learning at Virginia Commonwealth University, USA. She has authored or edited 28 books and has over 200 publications in various outlets.

• List of FiguresList of TablesList of ContributorsAcknowledgements1. Introduction: On How Language Teacher Education Can Critically Address Multilingualism and Transculturalism, Fernando Zolin Vesz (University of Mato Grosso, Brazil), Dario Luis Banegas (University of Edinburgh, Scotland) and Luciana C. de Oliveira (Virginia Commonwealth University, USA)2. How Language Education Finds It Difficult to Go Along with Critical Approaches: A School Case from Scotland, Argyro Kanaki (University of Dundee, Scotland)3. Decolonizing Multilingualism and Transnationalism in a Mono-Cultural and United Land: Narratives and Linguistic Landscapes from Language Education in Thailand, Adcharawan Buripakdi (Suranaree University of Technology, Thailand) and Thidaporn Jumpakate (Victoria University of Wellington, New Zealand)4. “Even Though I’m Not a Native Speaker”: a Qazaq EFL Teacher Educator’s Identities, Serikbolsyn Tastanbek (University of British Columbia, Canada)5. Promoting Multilingualism through a Transnational Definition of Culture, Daniela Silva (University of Texas at San Antonio, USA)6. An Analysis of Language Teacher Education Curricula: Preparing Pre-Service Teachers for Contemporary Pluricultural Classrooms, Camila Höfling (Federal University of Sao Carlos, Brazil) and Patricia de Oliveira Lucas (Federal University of Piaui, Brazil)7. Towards a Plurilingual Pedagogy and Critical Intercultural Perspective in Bi/Multilingual Schools and the “Global Kids Portfolio”, Michele Salles El Kadri (State University of Londrina, Brazil), Vivian Saviolli (State University of Londrina, Brazil) and Andressa Cristina Molinari (State University of Londrina, Brazil)8. Crafting Borders and Identities through State Multiculturalism and Interculturalism Policies, Maryam Almohammad (University of Edinburgh, Scotland)Index

The volume takes readers to corners where language teacher educators do not usually go. From northern and southern education ideologies to the ups and downs of critical issues. This collection is a valuable resource for teacher-educators who are always in the lookout for ways to reach all language teachers.

Fernando Zolin Vesz is Assistant Professor in the Department of Linguistics at the Federal University of Mato Grosso, Brazil. He has published papers in collective volumes, such as The Politics of English Second Language Writing Assessment in Global Contexts.Dario Luis Banegas is Lecturer in Language Education at the Moray House School of Education and Sport, University of Edinburgh, Scotland. He has co-edited volumes on initial language teacher education and gender and sexuality diversity in English language education. Luciana C. de Oliveira is Associate Dean in the School of Education and a Professor in the Department of Teaching and Learning at Virginia Commonwealth University, USA. She has authored or edited 28 books and has over 200 publications in various outlets.

• List of FiguresList of TablesList of ContributorsAcknowledgements1. Introduction: On How Language Teacher Education Can Critically Address Multilingualism and Transculturalism, Fernando Zolin Vesz (University of Mato Grosso, Brazil), Dario Luis Banegas (University of Edinburgh, Scotland) and Luciana C. de Oliveira (Virginia Commonwealth University, USA)2. How Language Education Finds It Difficult to Go Along with Critical Approaches: A School Case from Scotland, Argyro Kanaki (University of Dundee, Scotland)3. Decolonizing Multilingualism and Transnationalism in a Mono-Cultural and United Land: Narratives and Linguistic Landscapes from Language Education in Thailand, Adcharawan Buripakdi (Suranaree University of Technology, Thailand) and Thidaporn Jumpakate (Victoria University of Wellington, New Zealand)4. “Even Though I’m Not a Native Speaker”: a Qazaq EFL Teacher Educator’s Identities, Serikbolsyn Tastanbek (University of British Columbia, Canada)5. Promoting Multilingualism through a Transnational Definition of Culture, Daniela Silva (University of Texas at San Antonio, USA)6. An Analysis of Language Teacher Education Curricula: Preparing Pre-Service Teachers for Contemporary Pluricultural Classrooms, Camila Höfling (Federal University of Sao Carlos, Brazil) and Patricia de Oliveira Lucas (Federal University of Piaui, Brazil)7. Towards a Plurilingual Pedagogy and Critical Intercultural Perspective in Bi/Multilingual Schools and the “Global Kids Portfolio”, Michele Salles El Kadri (State University of Londrina, Brazil), Vivian Saviolli (State University of Londrina, Brazil) and Andressa Cristina Molinari (State University of Londrina, Brazil)8. Crafting Borders and Identities through State Multiculturalism and Interculturalism Policies, Maryam Almohammad (University of Edinburgh, Scotland)Index

The volume takes readers to corners where language teacher educators do not usually go. From northern and southern education ideologies to the ups and downs of critical issues. This collection is a valuable resource for teacher-educators who are always in the lookout for ways to reach all language teachers.