后单语时代的单语师范教育: 澳大利亚案例

Multilingual capability training has been encouraged by Australian federal and state governments, and researched by educational researchers in the past decade. However, in schools' and universities' practice, multilingual pedagogy is still an absence. Current education has neglected the fact that students with multilingual background never stop their learning and knowledge production through the facilitation of their first language. The research this paper reports studied a group of multilingual students and their monolingual lecturers in an Australian teacher education program. Data reveal that multilingual students demonstrated their multilingual capabilities could add merit to their study. However, the powerful monolingual teacher education program restricted this possibility. This research suggests teacher educators employ post-monolingual approach to develop pre-service teachers' multilingual capabilities to meet need of their future multilingual classes.