This book is designed for English as a foreign language (EFL) teachers to shape their teaching practices and integrate bilingual education. It investigates the emerging context of bilingualism in schools where non-bilingual children are taught both through their native language and English as the second language.

·         Part I focuses on the theoretical underpinnings of bilingualism in EFL contexts.

·         Part II explores empirical research into bilingual teaching education.

·         Part III provides teaching pedagogies embracing dynamic bilingualism in EFL contexts and offers practical suggestions for EFL teachers creating instructional and interactional spaces.

·         Part IV is dedicated to practice-based, hands-on activities both for pre-service and in-service EFL teachers.

This book is intended for language teachers, students in language teacher education graduate programs, researchers in EFL contexts, and language teacher educators and trainers. It empowers stakeholders to re-envision, and ultimately transform, bilingual education critically and practically, promoting the building of stronger identities.

“This inspiring and urgently needed volume powerfully reimagines bilingual education in EFL contexts through the lens of translanguaging. As a bilingual teacher educator, I am deeply moved by how the authors bridge theory, research, and hands-on practice to equip educators with tools to honor, sustain, and celebrate students’ full linguistic repertoires. It’s not just a resource—it’s a call to action for transforming language education with equity and imagination at the core.” (Zhongfeng Tian 田中锋, Associate Professor of Bilingual Education, Rutgers University–Newark, USA)

“By bridging the gap between theory and practice, “Language Teacher Development for Bilingual Education: Translanguaging Perspectives in EFL contexts” is an excellent volume that focuses on the critical link between translanguaging scholarship and effective teacher development. Its in-depth analysis of theoretical and research contributions, together with the integration of discussion questions, practical tasks, and insightful reflection questions make the book exceptionally engaging for pre-service and in-service teachers. Its timely insights make it a necessary and impactful resource not only for educators but also for anyone interested in bilingual education in EFL contexts.” (Jasone Cenoz (Ph.D), Professor of Education, University of the Basque Country)

““Bilingual language teacher education for EFL teachers” is a timely and very useful addition to the growing body of scholarship supporting the multilingual turn in ELT. Based both on copious referencing and the authors’ own research and experience, this book proposes a principled approach to bilingual education, addressing both theory and practice to offer a vision of how English language teachers can implement translanguaging pedagogies appropriately and critically in their classrooms. The book also offers invaluable support for teacher education programmes in contexts where guidance on innovative bilingual pedagogies is needed, but to-date lacking, helping those of us who work in teacher education to support teachers in becoming effective translanguaging practitioners.” (Jason Anderson, Teacher educator, award-winning author and assistant professor, University of Warwick)

“As a pre-service English language teacher educator, I wholeheartedly endorse the transformative approach of the book to preparing teachers for emerging bilingual contexts. This comprehensive book provides in- or pre-service teachers with a strong theoretical foundation in translanguaging pedagogy and empowers them to embrace the richness of linguistic repertoire of students in their future or current classrooms. Combining research with practice, the book provides teachers with the tools they need to break free from hegemonically monolingual medium of instruction. This timely and much-needed book will be invaluable as we work to shape the next generation of inclusive and adaptable English language teachers.” (Irem Çomoğlu, Professor, Dokuz Eylul University, Turkey/ Visiting Professor, Vanderbilt University, USA)