Collective teachers’ beliefs about multilingualism in Maltese primary education
Bibliographic Data
| ID | 20506154 |
|---|---|
| Authors | Rebecca Camenzuli (0000-0003-1974-8089, University of Malta), Adrian Lundberg (0000-0001-8555-6398, Malmö University, corresponding author), Phyllisienne Gauci (0000-0002-0533-3109, University of Malta) |
| Year | 2023 |
| Volume | 26 |
| Issue | 4 |
| Pages | 379-394 |
| Publication date | 2023-04-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Bilingual Education and Bilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1367-0050 • E-ISSN: 1747-7522 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13670050.2022.2114787 |
| OpenAlex | W4293701213 |
| Language | EN |
| Citations received | 13 |
| References cited | 31 |
Traditionally bilingual Maltese school populations are increasingly linguistically diverse, due to intensified migration flows. To shed light on central issues to be addressed by policy makers, school administrators, researchers and teacher trainers, collective beliefs of Maltese primary school teachers regarding their conceptual understanding and pedagogical actions concerning multilingualism are investigated. Through the application of Q methodology and focus group interviews, data from twenty-one in-service teachers from six different colleges were collected. Using inverted factor analysis, three factors were extracted for each of the components (understanding and pedagogy). Detailed narratives for each group of collective teachers’ beliefs were described and supplemented with teachers’ validating comments. Findings indicate that having a positive understanding of multilingualism does not necessarily imply positive pedagogical beliefs and vice versa. In Malta’s inherently bilingual education system, teachers tend to accept and welcome children’s languages in their classrooms and encourage the learning of additional languages. However, possibly due to a lack of adequate training on the subject, there is scepticism regarding whether and how to effectively draw on multilingualism in the classroom. Additionally, the need arises for more teacher autonomy and agency to make decisions regarding classroom language practices, and for a more comprehensive Maltese national language education policy
Autonomy · Bilingual education · Focus group · Language policy · Linguistics · Maltese · Mathematics education · Multilingualism · Pedagogy · Political science · Social science · Sociology · Teacher education · Psychology · Q Methodology Applications
The complexity and contradictory nature of beliefs in dealing with multilingualism—positionings of primary school teachers between support, ambivalence and rejection
Aufgeschlossen, unsicher, hierarchisierend, ambivalent oder funktional? Überzeugungstypen von Grundschullehrkräften zum Umgang mit Mehrsprachigkeit im Unterricht
Between advocacy and gatekeeping
Scoping review on primary school teachers’ beliefs on multilingualism in classroom teaching
Minority language use in teaching
Teachers’ beliefs about multilingualism
Developing and validating a questionnaire on prospective foreign language teachers’ beliefs about multilingualism
The words they live by
Exploring multilingualism-related beliefs in Quebec
Responding to multicultural classrooms in Bangkokian schools based on school as learning community (SLC)
Umgang mit Mehrsprachigkeit
Rising beliefs but descending self-efficacy when preparing in-service teachers for linguistically responsive teaching – insights from a longitudinal intervention study
A Q methodological study into pre-service Chinese as a foreign language (CFL) teachers’ mindsets about teaching competencies
Political subjectivity
Q Methodology
Doing Q Methodological Research
Negotiating Language Policies in Schools
Kade
Using Q methodology
Teachers’ Beliefs and Educational Research
Languages and language varieties in Malta
Plurilingualism and translanguaging
A select review of bilingualism in education in Malta
Italian in Malta
Teacher cognition in language teaching
The non-native speaker teacher as proficient multilingual
Translanguaging challenges in multilingual classrooms
Teachers’ beliefs about multilingual pedagogies and the role of initial training
Teachers' beliefs about the role of prior language knowledge in learning and how these influence teaching practices
Teachers’ beliefs about multilingualism
Gaps or bridges in multicultural teacher education
Exploring preschool teachers' perspectives on linguistic diversity
Teachers’ beliefs about multilingualism in a course on translanguaging
The impact of in-service teacher education on language teachers’ beliefs
Developing an Interpretation of Collective Beliefs in Language Teacher Cognition Research
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
| Unique citing works | 13 |
|---|---|
| Citations per year | 4.33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |