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Teacher Preparation
In pre-service education, prospective teachers are introduced to program models for mother tongue-based multilingual education and the benefits of this approach for children’s education. They also study and practice methods for teaching in more than one language.

Curriculum
As countries and communities increase mother tongue-based multilingual educational programs and improve their quality, the teacher preparation curriculum must evolve. Curriculum review and revision, and regular training for instructors at teacher training institutions is essential to the success of multilingual school programming.

Resources
Training teachers calls for up-to-date materials that are culturally and linguistically appropriate.

In-service Teacher Training
Frequent, relevant professional development supports continuing growth in teachers’ knowledge, skills, and dispositions.

Criteria for High Quality Teacher Training
Standards for teacher learning drive planning, programming, and delivery.

Types of In-service Teacher Training
Professional development structures range from large-scale, centralized training to professional learning communities within schools.

Pre-service teacher education

In pre-service education, prospective teachers are introduced to program models for Mother Tongue-Based Multilingual Education and the benefits of this approach for children’s education. They also study and practice methods for teaching in more than one language. Pre-service education is typically delivered at teacher training colleges or in departments of education within universities. As such, these programs are organized around a curriculum reflecting national or regional priorities.

In-service teacher training

In-service teacher training is tied predominantly to various models and practices for on-going professional development of teachers. Instead of being driven by an integrated curriculum, professional development focuses more narrowly on supporting the continuing growth in teachers’ particular knowledge, skills, and dispositions. As the field of MTB-MLE changes, for example, by advancement in instructional practices, lesson planning, classroom assessment, and so on, teachers need to be updated.

Standards for MTB-MLE teacher qualifications

Driving both preservice and inservice teacher training are sets of standards for setting the qualifications and competencies of teachers. Within MTB-MLE these standards should reflect the fact that teachers are prepared to successfully educate students who speak a mother tongue different from the target language of instruction. This requires that teachers understand and can implement strategies for using the mother tongue as the primary road for children to build their initial literacy skills as well as using it to bridge to oral and written literacy in the targeted second language.



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