Subhan Zein (PhD, Australian National University) teaches at the University of Queensland, Australia. He is the lead editor of English Language Teacher Preparation in Asia: Policy, Research and Practice (Routledge) and editor of Teacher Education for English as a Lingua Franca: Perspectives from Indonesia (Routledge). Sue Garton is Reader in English Language (TESOL) at the School of Languages and Social Sciences, Aston University, UK. She is Series Editor of the Palgrave series International Perspectives on English Language Teaching and has recently edited The Routledge Handbook of Teaching English to Young Learners (both with Fiona Copland).

This volume is a very welcome addition to research in a much-neglected area: early language teacher education. As well as taking a truly international perspective, it includes chapters on bilingual education, TESOL, Modern Foreign Languages – areas of early language teacher education which are rarely found together, despite the synergies between them. Presenting thoughtful and innovative discussions of a range of key topics in the field, it is set to become essential reading for anyone involved in early language teacher education.

• Chapter 1. Subhan Zein: Introduction to Early Language Learning and Teacher Education: International Research and PracticeChapter 2. Yuko Goto Butler: How Teachers of Young Learners of English are Educated in East and Southeast Asia: Research-Based LessonsPART ONE: THE COMPLEXITY OF TEACHER LEARNINGChapter 3. Le Van Canh: Unpacking the Complexities of Learning to Teach English to Young Learners: A Narrative InquiryChapter 4. Subhan Zein: Imagining One’s Self as a Child and Speech Modification: Implications for Teacher EducationChapter 5. Yuefeng Zhang: Learning to Teach: Pre-service English Language Teachers’ Experience of Learning Study in Hong KongChapter 6. Gee Macrory: New Orthographies in the Primary Languages Classroom: A Challenge for Teacher EducationPART TWO: INNOVATIONS IN MENTORING AND SUPERVISIONChapter 7. Chiou-Hui Chou: Prospective EYL Teachers and Teacher Education: A Study of Teacher SupervisionChapter 8. Yasemin Kirkgöz: Mentoring Young Learner English Teachers Working on Collaborative Action Research: Implications for Professional Development ProgramsChapter 9. Nettie Boivin: Collaboration, Construction, Reflection: 21st Century EYL Teacher Professional DevelopmentPART THREE: STRATEGIES IN PROGRAMME DEVELOPMENTChapter 10. Valentina Carbonara: Teaching Italian Language in Bilingual Kindergarten: A Framework for Teacher TrainingChapter 11. Junko Matsuzaki Carreira and Tomoko Shigyo: Developing and Evaluating a Syllabus for Pre-service Teacher Education for Japanese Primary English Teachers: Introducing Cross-Curricular ProjectsPART FOUR: PERCEPTIONS, KNOWLEDGE AND ASSESSMENTChapter 12. Larissa Jenkins, Elisabeth Duursma and Catherine Neilsen-Hewett: Perceptions and Knowledge of Bilingualism and Bilingual Children among Early Childhood Educators in Australia: Implications for Teacher EducationChapter 13. Katherine M. Griffin, Alison L. Bailey and Rashmita S. Mistry: What Educators of Young Dual Language Immersion Students Learn from a Bilingual Approach to AssessmentCONCLUSIONChapter 14. Sue Garton: Early Language Learning Teacher Education: Present and Future

Subhan Zein (PhD, Australian National University) teaches at the University of Queensland, Australia. He is the lead editor of English Language Teacher Preparation in Asia: Policy, Research and Practice (Routledge) and editor of Teacher Education for English as a Lingua Franca: Perspectives from Indonesia (Routledge). Sue Garton is Reader in English Language (TESOL) at the School of Languages and Social Sciences, Aston University, UK. She is Series Editor of the Palgrave series International Perspectives on English Language Teaching and has recently edited The Routledge Handbook of Teaching English to Young Learners (both with Fiona Copland).

This volume is a very welcome addition to research in a much-neglected area: early language teacher education. As well as taking a truly international perspective, it includes chapters on bilingual education, TESOL, Modern Foreign Languages – areas of early language teacher education which are rarely found together, despite the synergies between them. Presenting thoughtful and innovative discussions of a range of key topics in the field, it is set to become essential reading for anyone involved in early language teacher education.

• Chapter 1. Subhan Zein: Introduction to Early Language Learning and Teacher Education: International Research and PracticeChapter 2. Yuko Goto Butler: How Teachers of Young Learners of English are Educated in East and Southeast Asia: Research-Based LessonsPART ONE: THE COMPLEXITY OF TEACHER LEARNINGChapter 3. Le Van Canh: Unpacking the Complexities of Learning to Teach English to Young Learners: A Narrative InquiryChapter 4. Subhan Zein: Imagining One’s Self as a Child and Speech Modification: Implications for Teacher EducationChapter 5. Yuefeng Zhang: Learning to Teach: Pre-service English Language Teachers’ Experience of Learning Study in Hong KongChapter 6. Gee Macrory: New Orthographies in the Primary Languages Classroom: A Challenge for Teacher EducationPART TWO: INNOVATIONS IN MENTORING AND SUPERVISIONChapter 7. Chiou-Hui Chou: Prospective EYL Teachers and Teacher Education: A Study of Teacher SupervisionChapter 8. Yasemin Kirkgöz: Mentoring Young Learner English Teachers Working on Collaborative Action Research: Implications for Professional Development ProgramsChapter 9. Nettie Boivin: Collaboration, Construction, Reflection: 21st Century EYL Teacher Professional DevelopmentPART THREE: STRATEGIES IN PROGRAMME DEVELOPMENTChapter 10. Valentina Carbonara: Teaching Italian Language in Bilingual Kindergarten: A Framework for Teacher TrainingChapter 11. Junko Matsuzaki Carreira and Tomoko Shigyo: Developing and Evaluating a Syllabus for Pre-service Teacher Education for Japanese Primary English Teachers: Introducing Cross-Curricular ProjectsPART FOUR: PERCEPTIONS, KNOWLEDGE AND ASSESSMENTChapter 12. Larissa Jenkins, Elisabeth Duursma and Catherine Neilsen-Hewett: Perceptions and Knowledge of Bilingualism and Bilingual Children among Early Childhood Educators in Australia: Implications for Teacher EducationChapter 13. Katherine M. Griffin, Alison L. Bailey and Rashmita S. Mistry: What Educators of Young Dual Language Immersion Students Learn from a Bilingual Approach to AssessmentCONCLUSIONChapter 14. Sue Garton: Early Language Learning Teacher Education: Present and Future