ABSTRACT
This chapter examines the issue of multilingualism within Sydney schools and Sydney teacher education. The study examines, through narratives of three multilingual pre-service teachers, how their personal identities have been shaped in Sydney, and what role they expect their multilingualism to play in their professional role in the diversity of Sydney schools. The chapter calls for both teacher educators and school staff to recognize multilingual teachers’ identities and capabilities as a teaching and learning resource. The chapter looks to the creation of new professional multilingual communities of practice in schools.
