This study sought to explore the ideological and implementational spaces for mainstreaming multilingual pedagogies (MPs) in initial teacher education (ITE) policies and curricula across the European Union. The concept of linguistically sensitive teaching (LST) was used as a lens to examine inclusive, equity-centred MPs in ITE. A multi-sited comparative case study was conducted to collect data in nine locations. As a result, a general trend of ideological spaces was observed for MPs in language-in-education policies at the European and (sub)national levels. However, this ideological space was not always implemented in ITE. As a second result, explicit mentions of MPs and LST were identified in the ITE curricula of seven sites, and in each of the nine cases, a potential space for implementation was observed. As a third result we found that the greatest potential for opening implementational spaces for MPs lies in courses that aim to develop general pedagogical and sociolinguistic knowledge as well as professional beliefs in future teachers. In conclusion, we contend that the linguistic ecology and the organisational structure of education systems (decentralisation) are factors that help explain the successful mainstreaming of MPs in ITE institutions.

这项研究试图探索在整个欧盟范围内将多语言教学法（MPs）纳入初始教师教育（ITE）政策和课程的主流的思想和实施空间。语言敏感教学（LST）的概念被用作检验ITE中以包容性，以股权为中心的MP的镜头。进行了多地点比较案例研究，以收集9个地点的数据。结果，在欧洲和（国家）一级的教育语言政策中，国会议员的意识形态空间总体趋势得到了观察。但是，这种思想空间并不总是在ITE中实现的。第二个结果是，在七个站点的ITE课程中明确提到了MP和LST，在这九种情况下，都观察到了潜在的实施空间。作为第三个结果，我们发现为国会议员开放实施空间的最大潜力在于旨在发展一般教学和社会语言知识以及对未来教师的专业信仰的课程。总之，我们认为语言生态学和教育系统的组织结构（权力下放）是有助于说明国会议员在ITE机构中成功主流化的因素。