Meike Wernicke is Assistant Professor in the Department of Language and Literacy Education at the University of British Columbia, Canada, with a research focus in French second language teacher education, professional development and teacher identity. Her research also includes an interest in intercultural education, multilingual pedagogies, language policy, and decolonizing approaches in language education.Svenja Hammer is Postdoctoral Researcher and Lecturer at the Institute for Multilingualism, Language Development and Language Education at the Ruhr-University Bochum, Germany. She is engaged in several teacher preparation courses at her university and at the University of Nebraska-Lincoln, USA, as well as in the International Consortium for Multilingual Excellence in Education project.Antje Hansen is Research Assistant at the Coordination Office for Multilingualism and Language Education at the University of Hamburg, Germany. Her research interests focus on multilingualism and language education in Germany, heritage language education, factors of successful multilingualism and transfer of research results into practice.Tobias Schroedler is Junior Professor of Multilingualism and Social Inclusion at the University of Duisburg-Essen, Germany. He has published on different aspects of multilingualism and his research interests include multilingualism in teacher education, institutional multilingualism, language education and language economics.

• AcknowledgementsContributors1. Meike Wernicke, Antje Hansen, Svenja Hammer and Tobias Schroedler: Multilingualism and Teacher Education: Introducing the MultiTEd Project2. Tobias Schroedler: What is Multilingualism? Towards an Inclusive Understanding3. BethAnne Paulsrud and Adrian Lundberg: One School for All? Multilingualism in Teacher Education in Sweden4. Tamás Péter Szabó, Elisa Repo, Niina Kekki and Kristiina Skinnari: Multilingualism in Finnish Teacher Education5. Lisa Berkel-Otto, Antje Hansen, Svenja Hammer, Svenja Lemmrich, Tobias Schroedler and Ángela Uribe: Multilingualism in Teacher Education in Germany: Differences in Approaching Linguistic Diversity in Three Federal States6. Lucia Miškulin Saletović, Klara Bilić Meštrić and Emina Berbić Kolar: Multilingualism in Teacher Education in Croatia7. Barbara Gross and Lynn Mastellotto: Approaches to Diversity: Tracing Multilingualism in Teacher Education in South Tyrol, Italy8. Chiara Liberio and Carlos Rafael Oliveras: Multilingualism and Primary Initial Teacher Education in the Republic of Ireland: Policies and Practice 9. Meike Wernicke: Preparing Teachers for Multilingual Classrooms in English Canada10. Jessie Hutchison Curtis: Multilingualism and Teacher Education in the United States11. Svenja Hammer, Antje Hansen and Meike Wernicke: Diversity in Teacher Preparation for Multilingual ContextsIndexTo see multilingual abstracts for this book please go to our website.

This collection makes a useful contribution to the growing research base on teacher education for multilingual learners in linguistically diverse contexts. The international scope of the volume allows for richer – and more historically informed – definitions of multilingualism, and provides insightful comparative analysis of how teacher-education policies and curricula interact in shaping the preparation of future teachers to support multilingual learners.

Meike Wernicke is Assistant Professor in the Department of Language and Literacy Education at the University of British Columbia, Canada, with a research focus in French second language teacher education, professional development and teacher identity. Her research also includes an interest in intercultural education, multilingual pedagogies, language policy, and decolonizing approaches in language education.Svenja Hammer is Postdoctoral Researcher and Lecturer at the Institute for Multilingualism, Language Development and Language Education at the Ruhr-University Bochum, Germany. She is engaged in several teacher preparation courses at her university and at the University of Nebraska-Lincoln, USA, as well as in the International Consortium for Multilingual Excellence in Education project.Antje Hansen is Research Assistant at the Coordination Office for Multilingualism and Language Education at the University of Hamburg, Germany. Her research interests focus on multilingualism and language education in Germany, heritage language education, factors of successful multilingualism and transfer of research results into practice.Tobias Schroedler is Junior Professor of Multilingualism and Social Inclusion at the University of Duisburg-Essen, Germany. He has published on different aspects of multilingualism and his research interests include multilingualism in teacher education, institutional multilingualism, language education and language economics.

• AcknowledgementsContributors1. Meike Wernicke, Antje Hansen, Svenja Hammer and Tobias Schroedler: Multilingualism and Teacher Education: Introducing the MultiTEd Project2. Tobias Schroedler: What is Multilingualism? Towards an Inclusive Understanding3. BethAnne Paulsrud and Adrian Lundberg: One School for All? Multilingualism in Teacher Education in Sweden4. Tamás Péter Szabó, Elisa Repo, Niina Kekki and Kristiina Skinnari: Multilingualism in Finnish Teacher Education5. Lisa Berkel-Otto, Antje Hansen, Svenja Hammer, Svenja Lemmrich, Tobias Schroedler and Ángela Uribe: Multilingualism in Teacher Education in Germany: Differences in Approaching Linguistic Diversity in Three Federal States6. Lucia Miškulin Saletović, Klara Bilić Meštrić and Emina Berbić Kolar: Multilingualism in Teacher Education in Croatia7. Barbara Gross and Lynn Mastellotto: Approaches to Diversity: Tracing Multilingualism in Teacher Education in South Tyrol, Italy8. Chiara Liberio and Carlos Rafael Oliveras: Multilingualism and Primary Initial Teacher Education in the Republic of Ireland: Policies and Practice 9. Meike Wernicke: Preparing Teachers for Multilingual Classrooms in English Canada10. Jessie Hutchison Curtis: Multilingualism and Teacher Education in the United States11. Svenja Hammer, Antje Hansen and Meike Wernicke: Diversity in Teacher Preparation for Multilingual ContextsIndexTo see multilingual abstracts for this book please go to our website.

This collection makes a useful contribution to the growing research base on teacher education for multilingual learners in linguistically diverse contexts. The international scope of the volume allows for richer – and more historically informed – definitions of multilingualism, and provides insightful comparative analysis of how teacher-education policies and curricula interact in shaping the preparation of future teachers to support multilingual learners.

Meike Wernicke is Assistant Professor in the Department of Language and Literacy Education at the University of British Columbia, Canada, with a research focus in French second language teacher education, professional development and teacher identity. Her research also includes an interest in intercultural education, multilingual pedagogies, language policy, and decolonizing approaches in language education.Svenja Hammer is Postdoctoral Researcher and Lecturer at the Institute for Multilingualism, Language Development and Language Education at the Ruhr-University Bochum, Germany. She is engaged in several teacher preparation courses at her university and at the University of Nebraska-Lincoln, USA, as well as in the International Consortium for Multilingual Excellence in Education project.Antje Hansen is Research Assistant at the Coordination Office for Multilingualism and Language Education at the University of Hamburg, Germany. Her research interests focus on multilingualism and language education in Germany, heritage language education, factors of successful multilingualism and transfer of research results into practice.Tobias Schroedler is Junior Professor of Multilingualism and Social Inclusion at the University of Duisburg-Essen, Germany. He has published on different aspects of multilingualism and his research interests include multilingualism in teacher education, institutional multilingualism, language education and language economics.

• AcknowledgementsContributors1. Meike Wernicke, Antje Hansen, Svenja Hammer and Tobias Schroedler: Multilingualism and Teacher Education: Introducing the MultiTEd Project2. Tobias Schroedler: What is Multilingualism? Towards an Inclusive Understanding3. BethAnne Paulsrud and Adrian Lundberg: One School for All? Multilingualism in Teacher Education in Sweden4. Tamás Péter Szabó, Elisa Repo, Niina Kekki and Kristiina Skinnari: Multilingualism in Finnish Teacher Education5. Lisa Berkel-Otto, Antje Hansen, Svenja Hammer, Svenja Lemmrich, Tobias Schroedler and Ángela Uribe: Multilingualism in Teacher Education in Germany: Differences in Approaching Linguistic Diversity in Three Federal States6. Lucia Miškulin Saletović, Klara Bilić Meštrić and Emina Berbić Kolar: Multilingualism in Teacher Education in Croatia7. Barbara Gross and Lynn Mastellotto: Approaches to Diversity: Tracing Multilingualism in Teacher Education in South Tyrol, Italy8. Chiara Liberio and Carlos Rafael Oliveras: Multilingualism and Primary Initial Teacher Education in the Republic of Ireland: Policies and Practice 9. Meike Wernicke: Preparing Teachers for Multilingual Classrooms in English Canada10. Jessie Hutchison Curtis: Multilingualism and Teacher Education in the United States11. Svenja Hammer, Antje Hansen and Meike Wernicke: Diversity in Teacher Preparation for Multilingual ContextsIndexTo see multilingual abstracts for this book please go to our website.

This collection makes a useful contribution to the growing research base on teacher education for multilingual learners in linguistically diverse contexts. The international scope of the volume allows for richer – and more historically informed – definitions of multilingualism, and provides insightful comparative analysis of how teacher-education policies and curricula interact in shaping the preparation of future teachers to support multilingual learners.