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date: 14 December 2017

Teacher Education for Bi/Multilingual Students

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.

Bi/multilingual students are becoming the norm in schools throughout the world due to the constant shifting of populations, yet most of the instruction still tends to be in the major or official language of the countries. Teachers find themselves in educational contexts that instruct in one language to multilingual populations with varying degrees of language proficiency. In this new world order, teachers need to be prepared to work with bi/multilingual students in ways that enhance students’ chances to succeed in school by acquiring a new language, learning the content of various disciplines, and developing bi/multilingual and bi/multicultural identities. Teachers prepared to work with these populations know their students and their families, understand bilingualism and second language learning, and understand the disciplines they teach and the language needed to express the content of the disciplines. These teachers are capable of creating quality curriculums, classroom environments, and instruction that support the learning process, regardless of students’ proficiency in the language of instruction. The recommended knowledge-based and instructional approaches for these kinds of contexts are an opportunity to reform schools to be aligned to the reality of 21st-century schooling.