Educare

This special issue on Linguistic Diversity in Teacher Education: Examples from the Nordic context brings together research from Denmark, Finland, and Sweden to examine how teacher education responds to super-diverse classrooms and changing linguistic landscapes. The contributing articles investigate how future teachers are prepared to work with students’ varied linguistic repertoires, including national minority, indigenous, and migrant languages, in systems still shaped by strong monolingual norms. Drawing on critical perspectives on multilingualism, language policy, and teacher identity, this special issue highlights both affordances and obstacles for more equitable, linguistically responsive education in the Nordic region. By placing local practices within the context of global debates on mobility, inequality and linguistic rights, this offers valuable insights for scholars, policymakers and teacher educators.  It encourages them to move beyond tokenistic diversity talk and, instead, prioritise students’ full linguistic resources in teaching, learning and fostering social justice within contemporary schools.