Language teacher education is widely identified as one of the most important areas that needs addressing in order to improve early language instruction, yet research into teacher education for early language teachers remains relatively sparse. This volume responds to this gap by compiling studies with diverse methodological tenets from a wide range of geographical and educational contexts around the world. The volume aims to enhance understanding of early language teacher education as well as to address the need to prepare early language teachers and assist them in their professional development. The chapters focus on the complexity of teacher learning, innovations in mentoring and teacher supervision, strategies in programme development and perceptions, and knowledge and assessment in early language learning teacher education. The volume offers comprehensive coverage of the field by addressing various aspects of teacher education in different languages. The contributions highlight examples of research into current practice in the professional enhancement of early language learning teachers, but with an emphasis on the implications for practitioners. This book is organized into the following chapters: (1) Introduction to Early Language Learning and Teacher Education: International Research and Practice (Subhan Zein); (2) How Teachers of Young Learners of English are Educated in East and Southeast Asia: Research-Based Lessons (Yuko Goto Butler); (3) Unpacking the Complexities of Learning to Teach English to Young Learners: A Narrative Inquiry (Le Van Canh); (4) Imagining One's Self as a Child and Speech Modification: Implications for Teacher Education (Subhan Zein); (5) Learning to Teach: Pre-service English Language Teachers' Experience of Learning Study in Hong Kong (Yuefeng Zhang); (6) New Orthographies in the Primary Languages Classroom: A Challenge for Teacher Education (Gee Macrory); (7) Prospective TEYL Teachers and Teacher Education: A Study of Teacher Supervision (Chiou-Hui Chou); (8) Mentoring Young Learner English Teachers Working on Collaborative Action Research: Implications for Professional Development Programs (Yasemin Kirkgöz); (9) Collaboration, Construction, Reflection: 21st Century EYL Teacher Professional Development (Nettie Boivin); (10) Teaching Italian Language in a Bilingual Kindergarten in Turkey: A Framework for Teacher Training (Valentina Carbonara); (11) Developing and Evaluating a Syllabus for Pre-service Teacher Education for Japanese Primary English Teachers: Introducing Cross-Curricular Projects (Junko Matsuzaki Carreira and Tomoko Shigyo); (12) Perceptions and Knowledge of Bilingualism and Bilingual Children among Early Childhood Educators in Australia: Implications for Teacher Education (Larissa Jenkins, Elisabeth Duursma and Catherine Neilsen-Hewett); (13) What Educators of Young Dual Language Immersion Students Learn from a Bilingual Approach to Assessment (Katherine M. Griffin, Alison L. Bailey, and Rashmita S. Mistry); and (14) Early Language Learning Teacher Education: Present and Future (Sue Garton).