Svenja Hammer is a Postdoctoral Researcher at the Leuphana University of Lüneburg, Germany and an affiliated researcher at the University of Nebraska-Lincoln, USA. Her research focuses on the inter(national) comparison of pre-service teachers’ competencies and beliefs regarding multilingual learners.Kara Mitchell Viesca is an Associate Professor of Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln, USA. Her research focuses on advancing equity in the policy and practice of educator development, particularly for teachers of multilingual students.Nancy L. Commins is a Clinical Professor Emeritus from the University of Colorado, Denver, USA. Over the past four decades, she has worked as a bilingual classroom teacher, program director, school district administrator, university professor, and independent consultant assisting teachers, schools, districts, and states to improve instruction for multilingual learners.

• Foreword by Professor Ester de JongIntroductionPART 1: Policy1 Multilingualism and Diversity in Northern Ireland Schools and Teacher Education2 Multilingualism as a Resource: Policy Changes in Finnish EducationPART 2: Perspectives3 Finnish teachers’ perspectives about linguistic and cultural diversity4 Content Teacher Ideologies and Perspectives on Multilingual LearnersPART 3: Preparation5 Mediating Theory & Practice for Multilingual Learners in Initial Teacher Education in England6 Pre-Service Teachers´ Competency Development and Opportunities to Learn in Teaching Multilingual Learners in GermanyPART 4: Practice7 Mainstream Teachers for Successful Multilingual Classrooms: The Case of a School that Embraced a Genre-based Pedagogy to Teach Writing8 Teachers’ professional learning and practice with multilingual Pacific/Pasifikalearners in Aotearoa New ZealandConclusion

Svenja Hammer is a Postdoctoral Researcher at the Leuphana University of Lüneburg, Germany and an affiliated researcher at the University of Nebraska-Lincoln, USA. Her research focuses on the inter(national) comparison of pre-service teachers’ competencies and beliefs regarding multilingual learners.Kara Mitchell Viesca is an Associate Professor of Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln, USA. Her research focuses on advancing equity in the policy and practice of educator development, particularly for teachers of multilingual students.Nancy L. Commins is a Clinical Professor Emeritus from the University of Colorado, Denver, USA. Over the past four decades, she has worked as a bilingual classroom teacher, program director, school district administrator, university professor, and independent consultant assisting teachers, schools, districts, and states to improve instruction for multilingual learners.

• Foreword by Professor Ester de JongIntroductionPART 1: Policy1 Multilingualism and Diversity in Northern Ireland Schools and Teacher Education2 Multilingualism as a Resource: Policy Changes in Finnish EducationPART 2: Perspectives3 Finnish teachers’ perspectives about linguistic and cultural diversity4 Content Teacher Ideologies and Perspectives on Multilingual LearnersPART 3: Preparation5 Mediating Theory & Practice for Multilingual Learners in Initial Teacher Education in England6 Pre-Service Teachers´ Competency Development and Opportunities to Learn in Teaching Multilingual Learners in GermanyPART 4: Practice7 Mainstream Teachers for Successful Multilingual Classrooms: The Case of a School that Embraced a Genre-based Pedagogy to Teach Writing8 Teachers’ professional learning and practice with multilingual Pacific/Pasifikalearners in Aotearoa New ZealandConclusion

Svenja Hammer is a Postdoctoral Researcher at the Leuphana University of Lüneburg, Germany and an affiliated researcher at the University of Nebraska-Lincoln, USA. Her research focuses on the inter(national) comparison of pre-service teachers’ competencies and beliefs regarding multilingual learners.Kara Mitchell Viesca is an Associate Professor of Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln, USA. Her research focuses on advancing equity in the policy and practice of educator development, particularly for teachers of multilingual students.Nancy L. Commins is a Clinical Professor Emeritus from the University of Colorado, Denver, USA. Over the past four decades, she has worked as a bilingual classroom teacher, program director, school district administrator, university professor, and independent consultant assisting teachers, schools, districts, and states to improve instruction for multilingual learners.

• Foreword by Professor Ester de JongIntroductionPART 1: Policy1 Multilingualism and Diversity in Northern Ireland Schools and Teacher Education2 Multilingualism as a Resource: Policy Changes in Finnish EducationPART 2: Perspectives3 Finnish teachers’ perspectives about linguistic and cultural diversity4 Content Teacher Ideologies and Perspectives on Multilingual LearnersPART 3: Preparation5 Mediating Theory & Practice for Multilingual Learners in Initial Teacher Education in England6 Pre-Service Teachers´ Competency Development and Opportunities to Learn in Teaching Multilingual Learners in GermanyPART 4: Practice7 Mainstream Teachers for Successful Multilingual Classrooms: The Case of a School that Embraced a Genre-based Pedagogy to Teach Writing8 Teachers’ professional learning and practice with multilingual Pacific/Pasifikalearners in Aotearoa New ZealandConclusion