Abstract
Even though approaches to foreign language learning and teaching have represented one of the most innovative and developed fields of interdisciplinary and transdisciplinary academic activity in applied linguistics in recent decades (Council of Europe 2001, 2018, 2020; Filipović 2015b, 2019), foreign language teacher education, as its integral part, has not been given sufficient attention. Within the transdisciplinary paradigm, foreign language teacher education is based on constructivism and connectivism in the classrooms and on communication with all interested parties. Such an endeavor necessarily implies a shift from traditional top-down language education policy based on language management (Spolsky 2009) towards bottom-up language leadership (Filipović 2015a, 2015b; Filipović & Đurić 2021, etc.). The transdisciplinary approach to foreign language education can significantly improve the schooling of young learners as it creates possibilities for community engagement and situated and distributed learning and teaching at the age when students are still “untouched” by traditional educational ideologies.
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