Mapping the routes for future solutions in effective early language learning and teacher education

The chapter discusses the evolving landscape of early language learning and teacher education, emphasising the increased diversity and intersectionality in modern language classrooms. It highlights the need for inclusive environments that recognise the varied backgrounds of learners, including languages and differing cognitive abilities. Common challenges faced by teachers, who often feel uncertain and ill-equipped due to societal and educational changes, are highlighted. To address these challenges, there is a call for comprehensive initial teacher preparation that equips all educators, not only language teachers, to effectively support multilingual classes. This includes recognising that all teachers play a role in language acquisition. Possible approaches for support for multilingual learners by the individual teacher and by the school are made. A model for the identity of the Primary English Language Teacher in Plurilingual settings is suggested.