M. Dolores Ramírez-Verdugo – författare

The book provides a comprehensive overview of international pedagogical approaches, research, innovation experiences, and best practices in bilingual and second language education to enhance bilingual teacher education programs.

The book clearly outlines the need for an interdisciplinary and interconnected approach to effecting successful bilingual teacher education programs. Featuring practical examples from a wide range of geographic contexts throughout, the volume comprises diverse pedagogical approaches to bilingual and second language teacher education, bilingual and plurilingual education, storytelling, digital storytelling and digital technology, and content and language integrated learning (CLIL), including methodological strategies in bilingual education as well as quality standards in CLIL syllabus design assessment. The book concludes by reflecting on the lessons learned from research, and identifies future directions for bilingual education programs and bilingual teacher education.

The volume will be of interest to students and scholars in bilingual and second language education, bilingual teacher education, CLIL, as well as educators and stakeholders in bilingual, CLIL, and English teacher education degree programs.

The book provides a comprehensive overview of international pedagogical approaches, research, innovation experiences, and best practices in bilingual and second language education to enhance bilingual teacher education programs.

The book clearly outlines the need for an interdisciplinary and interconnected approach to effecting successful bilingual teacher education programs. Featuring practical examples from a wide range of geographic contexts throughout, the volume comprises diverse pedagogical approaches to bilingual and second language teacher education, bilingual and plurilingual education, storytelling, digital storytelling and digital technology, and content and language integrated learning (CLIL), including methodological strategies in bilingual education as well as quality standards in CLIL syllabus design assessment. The book concludes by reflecting on the lessons learned from research, and identifies future directions for bilingual education programs and bilingual teacher education.

The volume will be of interest to students and scholars in bilingual and second language education, bilingual teacher education, CLIL, as well as educators and stakeholders in bilingual, CLIL, and English teacher education degree programs.