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Pre-service teacher education (PSTE) has largely been excluded from investments in foundational literacy and numeracy in low- and middle-income countries (LMICs). This approach has consequences for sustainability due to the central role of PSTE in supporting lasting educational change. In this literature review, we examine key challenges facing PSTE in LMICs and draw on the evidence to suggest areas for teacher educators and stakeholders to focus attention--including curriculum revisions to make PSTE more applied and relevant, enhanced focus on the practicum, and high-quality professional development for teacher educators--to promote alignment of content and pedagogy with evidence -based practices. [ABSTRACT FROM AUTHOR]

This chapter provides some final thoughts on global meaning making as exemplified by the authors in the book who interrogated literacy research, policies, and pedagogical pursuits applying the tenets of global meaning making with the ultimate goal of transforming how we engage in global language and literacy endeavors. We consider their work associated with the three dimensions of interrupting existing practices and policies, decolonizing spaces for learning and indigenizing curriculum and pedagogy. In addition, we raise questions that require further investigation related to global meaning making that is emancipatory and promotes the cultural capital of the locals. [ABSTRACT FROM AUTHOR]

This chapter reviews successful pedagogical interventions in teaching literacy in languages of teaching and learning in the upper primary grades in low-and middle-income countries (LMICs) and explores how researchers and teachers decolonized classroom spaces to ensure student achievement of learning outcomes. Themes emerging from the analysis of data are biliteracy interventions, interventions in official and national languages, teacher professional development, and ecological interventions. Results of the review indicate that researchers decolonized classroom spaces by using student linguistic repertoires, evidence-based pedagogical strategies student cultural capital and engaging families and communities. The review also reveals that more research needs to be conducted on teaching and learning in upper primary grades. The linguistic diversity of LMICs provides rich contexts for more research in bilingual education and L2 acquisition which could be useful worldwide as stakeholders in the education process explore the best ways to improve learning outcomes in schools. [ABSTRACT FROM AUTHOR]

This chapter explains how the idea of this book occurred, and introduces readers to Tierney's multidimensional framework for global meaning making. It describes the organization and structure of the book and the contents of each chapter and calls on readers to transform international language and literacy research through global meaning making. [ABSTRACT FROM AUTHOR]

This chapter examines how the author, a teacher educator, uses self-study to reframe and reconceptualize her teaching of Emirati preservice teachers. The author describes how conducting self-study helped her shift from using monolingual approaches to teaching Emirati preservice teachers and a focus on improving their English language proficiency, to affirming their bilingual identities, and becoming more culturally responsive. Initially, the researcher posed the question, "how do I frame and reframe my teaching to support the English language learning of my Emirati preservice teachers?" then progressed to asking and answering the question "how can I affirm the bilingual identities of my Emirati preservice teachers and support their English language proficiency?" [ABSTRACT FROM AUTHOR]

The article discusses the use of children's literature as tool in teaching in the United Arab Emirates (UAE). It particularly examines how preservice teachers in the country improved their writing skills, as well as their English literacy skills by examining children's literature. It presents several books used in a children's literature course in the country, including "Silent Music: A Story of Baghdad," by James Rumford and "My Name Is Yoon," by Helen Recorvits.

The article discusses educational change in the United Arab Emirates (UAE), with specific focus on a collaboration between Zayed University and the Childhood Development Center, an early childhood education facility in Abu Dhabi. The goal is to move the school from a traditional curriculum to a more modern one, and to train Emirati teachers to educate future generations for productive participation in the UAE workforce.

Discusses ways by which universities in the U.S. prepare teacher candidates for children of racially and linguistically different backgrounds from their own. Role of teacher education programs in addressing the cultural gap between public school children and their teachers; Importance of linking preservice education with community-based learning and with professional development and school reform; Responsibilities of schools of education in preparing preservice teachers for multicultural schools.

This chapter explains the merits and liabilities of student exchange programs and examines the factors needed to establish successful programs. [ABSTRACT FROM AUTHOR]