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Contributors from different parts of the world draw on analyses of various forms of data to foreground these foci with implications for effective multilingual education practices in their contexts, and beyond. The Multilingual Education Yearbook publishes high-quality empirical research on education in multilingual societies.

MOI has been a prominent topic in recent debates on the role of languages in education in multilingual contexts, partly because prioritizing one language over others as the medium of instruction has a profound impact on all languages and stakeholders in multilingual contexts.

Chapter 1. Preparation of Teachers and Multilingual Education: Ethical, Just, and Student-focussed Practices.- Chapter 2. Critical Pre-service Intersections: Parental Engagement in EAL/D Contexts.- Chapter 3. Preparing Teachers as Multilingual Educators: Optimizing Achievement of National English Language Education Policy Objectives in China.- Chapter 4. EAL Teachers'' (un)preparedness to Implement Classroom Practice for Multiliteracies.- Chapter 5. Decolonization in the Concrete: Honoring the Expertise of Local Teachers in EFL.- Chapter 6. Language-focused Feedback and Written Communication Difficulties of Multilingual Students: Improving Teacher Preparedness.- Chapter 7. The Future for Ethnic Korean Minority Education in China: A Challenge for Teacher.- Chapter 8. English Language Teacher Education for Multilingual Singapore: Responding to the Fourth Industrial Revolution.- Chapter 9. Multilingualism in Teaching Chinese to Speakers of Other Languages (TCSOL): Insights from TCSOL Teacher Education.- Chapter 10. Norms of Practices and Pre-service Teacher Education for Multilingual Mathematics Classrooms in South Africa.- Chapter 11. Teachers'' Cognitions on Motivating Language Learners in Multilingual Hong Kong.

This book provides a wealth of insights into the use of technology to deliver university courses with English as the medium of instruction (EMI). It presents practical case studies from a number of Chinese HE institutions that offer degree programmes in English. The cases illustrate the benefits to be gained from collaborative action research among English language educators and subject specialists in the Sciences, Social Sciences, Humanities, Business and Management. The chapters address students¿ and instructors¿ engagements with established technologies, such as the Moodle learning management system, and with more recent innovations, such as mobile learning, social media use in the classroom, and game-based learning. Topics range from curriculum design that attends to the use of technology in the delivery of courses through EMI, and the benefits of technology in supporting pedagogical innovations such as online peer assessment, to the use of specific apps to enhance students¿ comprehension of course materials. The book will be of vital interest to curriculum planners and designers, as well as to instructors in higher education who are engaged in delivering courses using English as a medium of instruction.