L2 teacher training in Switzerland

[Summary generated by ChatGPT] Overview: This double issue of Babylonia focuses on the training of second language (L2) teachers in Switzerland, offering a comparative, critical, and visionary look at teacher education. As new teacher education colleges (HEP/PH) were being established across Switzerland, the journal examines what it means to train teachers for a multilingual, multicultural society. Key Contributions: The editorial stresses that while English has gained ground as a global lingua franca, Switzerland must still prioritize competence in national languages for social cohesion. The issue gathers contributions under three themes: visions, realities, and discussions. Michael Byram advocates for the development of “European language teachers,” emphasizing education over mere training. Erika Werlen introduces the "Europe-Teacher" model developed in the Upper Rhine region. Antonie Hornung discusses competencies needed for teaching in linguistically and culturally diverse settings. Italian contributors (Quartapelle and Minardi) review evolving L2 teacher education models in Italy. Ida Bertschy presents a synthesis of teacher training profiles at 14 Swiss pedagogical institutions. Further contributions examine the theory–practice gap (Margonis-Pasinetti), curriculum design (Grünblatt), and bilingual vocational education (Jansen O’Dwyer & Nabholz). Practical projects like "bi.li" (bilingual learning in vocational schools) illustrate innovation in action, while articles from trainees and institutions reflect on identity, intercultural competence, and democratic values in teacher education. Conclusion: This issue marks a pivotal moment in Switzerland’s teacher education reform. It emphasizes the need for future L2 teachers to be not only linguistically proficient but also interculturally sensitive, reflective, and engaged in democratic education. Babylonia positions itself as both a resource and platform for shaping the educators of tomorrow.