From integration to segregation
School principals’ preferences for language support and the enactment of language policy
Bibliographic Data
| ID | 24238508 |
|---|---|
| Authors | Susanne Schwab (0000-0002-3989-4473, University of Vienna), Flora Woltran (0000-0003-0591-3522, University of Vienna), Hannah Taddia (University of Vienna), Katharina‐theresa Lindner (0000-0001-8236-8834, University of Vienna) |
| Year | 2026 |
| Pages | 1-23 |
| Publication date | 2026-10-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Current Issues in Language Planning (JOURNAL) |
| Journal identifiers | ISSN: 1466-4208 • E-ISSN: 1747-7506 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14664208.2026.2748345 |
| OpenAlex | W7223086744 |
| Language | EN |
| References cited | 35 |
Education and experiences of immigrants and refugees · Linguistic and Sociocultural Studies · Multilingual Education and Policy
Talis 2018 Results (Volume II)
Negotiating Language Policies in Schools
Normalizing the Use of Single-Item Measures
The updated Consolidated Framework for Implementation Research based on user feedback
From integration to inclusion
Thematic analysis
English with an Accent
Equity in policy and practice
Examining the Foundations of Culturally and Linguistically Sustaining School Leadership
(Un)grounded language ideologies
The ‘politics of speed’ and language integration policies
Language Support and Institutional Discrimination
Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway
Teachers’ beliefs about multilingualism and a multilingual pedagogical approach
Teacher’s perceptions of separate language learning models for students with immigrant background in Austrian schools
School actors navigating between implementor & arbiter – a qualitative study on the dynamics in multilingual schools’ language policy
From policy to practice
The agentive role of preschool leaders in language policy enactment
School principal's attitudes towards inclusive education
We're all in it together”
Affective ideology and education policy
Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning
Orientations in Language Planning
Undoing Appropriateness
| Highly cited | No |
|---|