ABSTRACT
Consisting of students of different ages and grades, M-A classrooms comprise about one-third of all classes worldwide (Saqlain, 2015). With the exception of rural areas, more and more schools worldwide have introduced M-A classes because of favourable pedagogical and social outcomes (Ronksley-Pavia, Barton, & Pendergast, 2019). Although it is difficult to provide an exact number of primary school, language learning M-A classrooms, the number is expected to be very high. Available research suggests that language teachers are unprepared for the challenges of M-A teaching (Heizmann, Ries & Wicki, 2015). Focusing on primary classrooms and drawing on a systematic literature review with available models of M-A teaching and my teaching experience, this chapter draws implications for teacher education, hoping to provide practical advice for future teachers in M-A classrooms. It concludes that M-A pedagogical practices should be a part of pre-service and in-service teacher training.
