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List of Figures List of Tables List of Contributors Introduction. Transnational views and experiences on bilingual and second language teacher education, M. Dolores Ramirez-Verdugo Part1. Pedagogical Approaches to Bilingual Teacher Education and Professional Development Chapter 2. Realization of interdisciplinary learning environments through CLIL, David Marsh & Wendy Diaz Perez Chapter 3. Multimodal and creative tools in the translanguaging ELA classroom, Ivana Espinet Chapter 4. Reflective Co-teaching in primary EFL and CLIL teacher education, Alfonso Lopez Hernandez & Magdalena Custodio-Espinar Chapter 5. A framework for developing (inter)cultural component in CLIL teacher education, Ana Otto & M. Elena Serrano-Moya Chapter 6. A COVID-triggered and language-oriented pedagogical awakening, Michał Daszkiewicz Chapter 7. Paths toward critical literacy: Colombian teacher-researchers' understandings of literacy in the language classroom, M. Teresa Esteban Nunez, Anna Carolina Penaloza-Rallon, and Ana Olga Rallon Chapter 8. A Technology-based English Rhythm Approach for Bilingual Higher Education, Raul Jimenez Vilches & M. Dolores Ramirez-Verdugo Part2. Plurilingual contexts in Second Language and Bilingual Teacher Education Chapter 9. Current challenges for bilingual teacher education ? the multilingual classroom, Lluisa Astruc & M. Paz Marin Garcia Chapter 10. Language education challenges in and outside of the classroom: A case study in rural Sonora, Carolyn O'Meara, Stephen A. Marlett, and Cathy M. Marlett Chapter 11. Albanian and Spanish bilingual primary school teacher exchange: Experience impact and challenges, Joseph Xhixhu and M. Dolores Ramirez-Verdugo Chapter 12. CoAssessment of content and language: the case of CLIL, EMI, and multilingual contexts, Helena Reirstam Conclusion. International challenges and perspectives in a second language and bilingual teacher education, M. Dolores Ramirez Verdugo Index |