Introduction: Towards a multilingual turn in teacher professionalization

Abstract

With this Special Issue, we take up two key topics of research on education and multilingualism: First, considering the persisting lack of guidance for teachers towards a multilingual turn, we focus on teacher professionalization, a term comprising both pre-service and in-service teachers with their biographical experiences and reflections. Second, in light of a multilingual turn implying a turn in social justice, we focus on four northwestern European contexts with a particular degree of social injustice: England, the Netherlands, Germany, and Austria. Our Introduction will, first, provide a brief overview of the prerequisites and difficulties of a multilingual turn in teacher professionalization, and, second, delineate the individual contributions of the Special Issue with their specific approaches to the topic.