Supportive primary teacher beliefs towards multilingualism through teacher training and professional practice
Bibliographic Data
| ID | 21590163 |
|---|---|
| Authors | Sanna Pohlmann-Rother (0000-0002-0857-256X, University of Würzburg, Würzburg, Germany), Sarah Lange (0000-0002-3870-4578, University of Würzburg), Sarah Désirée Lange (University of Würzburg, Würzburg, Germany), Laura Zapfe (0000-0001-5671-289X, University of Würzburg, Würzburg, Germany), Daniel Then (0000-0003-4251-2752, University of Würzburg, Würzburg, Germany, corresponding author) |
| Year | 2023 |
| Volume | 37 |
| Issue | 2 |
| Pages | 212-228 |
| Publication date | 2023-03-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2021.2001494 |
| OpenAlex | W3213031333 |
| Language | EN |
| Citations received | 8 |
| References cited | 38 |
Teaching multilingual learning groups is an important part of the professional activity of primary teachers in Germany, placing high demands on their occupational professionalism. The aim of this article is to analyse the effects of educational and occupational influencing factors on the beliefs of teachers regarding multilingualism as a facet of pedagogical professionalism. The data is based on the ‘BLUME-study’, in which primary teachers (N = 123) were asked about their beliefs regarding multilingualism. A linear regression model was used to analyse the extent to which the teachers’ beliefs are influenced: (a) by participating in learning opportunities on ‘German as a Second Language (GSL)’ in teacher training; (b) through experiences with multilingual students in teaching; (c) by participating in training on multilingualism in professional practice; and (d) by undertaking language-sensitive school programmes. Therefore, we analyse influencing factors drawn from both the university phase and the occupational phase of teacher professionalisation. The results show that the use of learning opportunities on the topic of ‘GSL’ in pre-service training and in in-service training as well as the positive evaluation of contact experiences in teaching lead to supportive beliefs towards multilingualism
Faculty Development · German · Linguistics · Medical education · Multilingualism · Pedagogy · Professional development · Teacher education · EFL/ESL Teaching and Learning · Linguistic Education and Pedagogy · Medicine · Psychology · Second Language Learning and Teaching
The complexity and contradictory nature of beliefs in dealing with multilingualism—positionings of primary school teachers between support, ambivalence and rejection
Building Vocabulary Bridges
Prepared for the Multilingual Classroom? Pre-Service Teachers’ Beliefs with Respect to Multilingualism
How do teachers view multilingualism in education? Evidence from Greece, Italy and The Netherlands
Professional well-being in multilingual classrooms
The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings
Scoping review on primary school teachers’ beliefs on multilingualism in classroom teaching
Welcoming multilingualism, demanding German’
Der monolinguale Habitus der multilingualen Schule
International Handbook of Research on Teachers' Beliefs
Cognitive Interviewing
Teachers' Beliefs About English Language Learners in the Mainstream Classroom
Teachers’ Beliefs and Educational Research
Empirische Arbeit
Einstellungen und Motivation bezogen auf kulturell-ethnisch heterogene Schülerinnen- und Schülergruppen und ihre Bedeutung für differenzielle Instruktion im Unterricht
Stichwort
Developing Agency for Advocacy
It's Not My Job”
Professional Development Implications of Teachers' Beliefs and Attitudes Toward English Language Learners
Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms
Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity
Predictors of Mainstream Teachers' Attitudes toward ESL Students
Does contact reduce prejudice or does prejudice reduce contact? A longitudinal test of the contact hypothesis among majority and minority groups in three european countries
A meta-analytic test of intergroup contact theory
| Unique citing works | 8 |
|---|---|
| Citations per year | 2,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |