Teaching in multilingual classrooms
Strategies from a case study in Portugal
Bibliographic Data
| ID | 4283875 |
|---|---|
| Authors | Nikolett Szelei (0000-0001-9400-4851, Ghent University), Ana Sofia Pinho (0000-0002-1814-1042, University of Lisbon), Luís Tinoca (0000-0001-6950-3245, University of Lisbon) |
| Year | 2021 |
| Volume | 26 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Brasileira de Educação (JOURNAL) |
| Journal identifiers | ISSN: 1413-2478 • E-ISSN: 1809-449X |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/s1413-24782021260038 |
| OpenAlex | W3174017082 |
| SCIELO_PID | S1413-24782021000100225 |
| Language | EN |
| Citations received | 2 |
| References cited | 32 |
This study examined teaching practices developed by teachers to respond to linguistic diversity in a Portuguese case study. We analysed the position that students' languages received in the classroom, and what these practices revealed about teachers' awareness of multilingual pedagogies, a step to social justice. Three main strategies emerged: promoting Portuguese without involving students' languages, using a common language (English) as lingua franca, using students' languages. These strategies appeared in a dynamic way as teachers tried to satisfy the aims of developing the language of schooling, communicating with students and valuing students' linguistic identities. Prioritising Portuguese language dominated, and the strategies were enacted through monolingual views, indicating little awareness of multilingual pedagogies. Thus, the need to support teachers in transforming practices in multilingual classrooms is emphasised
Diversity (politics · English as a lingua franca · Lingua franca · Linguistics · Multilingualism · Pedagogy · Portuguese · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Negotiation of Identities in Multilingual Contexts
Negotiating Language Policies in Schools
Pedagogies and Practices in Multilingual Classrooms
The art of case study research
Teacher beliefs regarding bilingualism in an English medium reading program
Multilingual school population
Silencing linguistic diversity
Legitimizing multilingual practices in the classroom
Multilingual islands in a monolingual sea
Studying Diversity in Teacher Education
Teacher Education Curriculum for Teaching Immigrant Students in Portuguese Schools
Teachers’ beliefs about multilingualism and a multilingual pedagogical approach
Translanguaging challenges in multilingual classrooms
Teachers' beliefs about the role of prior language knowledge in learning and how these influence teaching practices
Is there a place for heritage languages in the promotion of an intercultural and multilingual education in the Portuguese schools
The Notion of Diversity in Language Education
Parents in the playground, headscarves in the school and an inspector taken hostage
Language policy for the multilingual classroom
Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students
Exploring diversity
Ideological disqualification in language use
Exploring bilingualism in a monolingual school system
Towards a Plurilingual Approach in English Language Teaching
Diversidad, modelos de gestión y formación inicial docente
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |