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Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for multilingual learners that are complex and intricately connected: context, orientations, and pedagogy. This chapter explores the results of our literature analysis and argues for improving content teaching for multilingual students through improved theoretically grounded research that embraces, explores, and accounts for the expansive complexities inherent in teacher learning and practice.

Teaching multilingual learners in content classrooms is still a challenge for most teachers due to the fact that teacher education is still lacking consistent concepts in this area. Hence, opportunities to learn in teacher education programs need to be examined with regard to content, structure and format. This study deals with the question whether the competencies needed to teach multilingual learners are actually learnable through opportunities to learn in university classes. Three different class formats were examined: 100% online via an e-learning platform, 100% face-to-face, and a blended learning version (50% online, 50% face-to-face). The learning outcome was measured in a pre-post-design on the basis of the level of competency concerning teaching multilingual learners (DaZKom). First results indicate that the competencies to teach multilingual learners increase through the opportunities to learn we offered. Furthermore, the study shows that all three class formats resulted in an increase in competency. The study reaches the conclusion that further opportunities to learn are needed for teachers to be adequately prepared to facilitate multilingual learners in content classrooms.

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One of the aspects of diversity in the context of school and education and therefore a facet of inclusion is migration-related multilingualism. That is the reason why the professionalization of well-qualified teachers in the field of teaching multilingual learners is more important than ever. This article shows if and how satisfied the participating teachers are with the course program. It also indicates how far the competencies and beliefs regarding multilingual learners in the professional development program »German as a foreign and second language and multilingualism« develop throughout the program. A survey on satisfaction has been conducted. Data concerning competencies have been collected with a paper and pencil test, beliefs with a questionnaire. The article provides content-related and conceptual insights for different learning settings and their evaluation and therefore serves the demand for innovative and effective course concepts. Hence, it offers new ideas and impulses for (further) development of learning opportunities for professional development and also teacher training. [ABSTRACT FROM AUTHOR]