Educators’ beliefs about English and languages beyond English: From ideology to ontology and back again

Hall, Christopher; Cunningham, Clare

doi:10.1016/j.linged.2020.100817

Cited by 12 publications

(6 citation statements)

References 51 publications

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“…The present study attempts to dig deeper into pre‐service teacher belief systems by focusing attention on the ontological beliefs upon which their ideologies rely (cf. Hall and Cunningham, 2020). The ontological study of English in the context of TESOL (cf.…”

Section: Introductionmentioning

confidence: 99%

Modeling Plurilithic Orientations to English with Pre‐Service Teachers: An Exploratory International Study

2022

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A major challenge for Teaching English to Speakers of Other Languages (TESOL) professionals is how to address the learning needs of diverse learners for whom a monolithic, native-normed version of English is no longer always useful or appropriate. Research in Global Englishes (GE) has noted many teachers' resistance to the adoption of a more "plurilithic" orientation. This study explores whether monolithic beliefs can be effectively challenged using practitioner role models. Video clips featuring early-career English teachers from Germany and China modeling a plurilithic orientation were played to pre-service teachers with the same L1 ("near peers") or different L1s ("more distant peers"). Before viewing, participants responded to a questionnaire assessing their beliefs about English. Immediately following viewing, open-ended reactions to the video content were collected. One month later, participants answered the questionnaire again to measure potential changes in belief. After a further 5 months, a small group of participants were interviewed to explore impacts in greater depth. Data indicate that viewing the role models was a positive experience for most participants and was associated with significant increases in plurilithic orientation for near peers, with evidence of enduring impact for some. We interpret these

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Section: Introductionmentioning

confidence: 99%

Modeling Plurilithic Orientations to English with Pre‐Service Teachers: An Exploratory International Study

2022

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“…tive nackdelar för lärande (Borg 2003;Burns 1992;Cunningham 2019;Hall & Cunningham 2020;Juvonen 2015). Det gäller till exempel om de anser flerspråkighet vara ett problem eller en resurs (jfr.…”

Section: Bakgrundunclassified

Att undervisa nyanlända ungdomar för att utveckla både ämneskunskaper och språk – en historielärares värderingar om sitt uppdrag

Rehman

Juvonen²

2022

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Att inkludera flerspråkiga elevers tidigare kunskaper i ämne och språk som värdefulla resurser i undervisningen stärker elevernas självkänsla och flerspråkiga identitet samt öppnar för ett aktivt deltagande, vilket i sin tur leder till ökat lärande. Iscensättandet av de policyer som styrdokumenten föreskriver, bland annat att undervisningen ska utgå från elevers individuella förutsättningar, genomförs av enskilda lärare. Dessa nyckelpersoners attityder till flerspråkighet påverkar deras agerande som pedagoger, vilket i dagens språkligt heterogena klassrum inbegriper den roll elevers språkliga resurser ges i undervisningen. I denna studie undersöks de värderingar som framträder i intervjuer med en nyckelperson, en historielärare utan utbildning i flerspråkighet, som undervisar nyanlända elever på gymnasieskolans språkintroduktionsprogram. I fokus står värderingar om uppdraget att undervisa för elevers lärande i historieämnet och för deras språkutveckling, och om att utgå från elevers tidigare kunskaper och färdigheter i ämne och språk. I en kvantitativ appraisal-analys framträder en generellt positiv inställning till att aktivera elevers tidigare språk- och ämneskunskaper i undervisningen. En kvalitativ appraisal-analys avslöjar dock en mer komplex bild av verkligheten, där en delvis ambivalent hållning, brist på adekvat stöd och en reducering av språk i ämnet till ord och begrepp också framträder. Resultaten diskuteras utifrån ett inkluderande förhållningssätt och epistemisk rättvisa.

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“…Despite this, researchers have found that while stakeholders in education may be welcoming of multi/plurilingualism in theory, positive ideas about linguistic diversity are not consistently upheld when it is met in the classroom (Bonnet & Siemund, 2018). In Europe and beyond, low educational achievement is commonly associated with students' diverse linguistic repertoires, particularly when they are from low-income and/or migration backgrounds (García & Kleyn, 2016;Hall & Cunningham, 2020;Walker et al, 2004;Young, 2014). Thus studies have turned their focus tosubjectivitiesthe attitudes, beliefs and ideologies of teachers and other stakeholders in educationtowards linguistic diversity and multi/plurilingual practices.…”

Section: Researching Subjectivities To Transform Educational Practicesmentioning

confidence: 99%

INTRODUCTION–Socially just plurilingual education in Europe: shifting subjectivities and practices through research and action

Erling

Moore

2021

International Journal of Multilingualism

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The articles in this special issue explore approaches to research and action in language education that have the potential to transform subjectivities and practices in relation to linguistic diversity. They seek ways within education and teacher education to overcome what Gogolin ([1994]. Der monolinguale 'habitus' der multilingualen Schule. Waxmann Verlag) called the 'mononlingual habitus', i.e. the deep-seated habit of assuming monolingualism as the norm for all individuals and thus for schooling. In doing so, the contributors aim to (re)inscribe multi/plurilingual education in Europe as a socially engaged pedagogical approach and field of research grounded in ideals of social justice. In this introduction, we provide a brief overview of multi/plurilingual education in Europe, linking to current critical work on neoliberalism, language, education and social justice. We then introduce and discuss some of the key theoretical concepts used by the different authors for studying subjectivities (e.g. attitudes, beliefs, ideologies, mind-sets) as well as the methodological approaches employed in the articles. We close with an overview of the different articles that make up the special issue and by highlighting some of the enduring issues in the field of multi/ plurilingual education.

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Educators’ beliefs about English and languages beyond English: From ideology to ontology and back again

Cited by 12 publications

References 51 publications

Modeling Plurilithic Orientations to English with Pre‐Service Teachers: An Exploratory International Study

Modeling Plurilithic Orientations to English with Pre‐Service Teachers: An Exploratory International Study

Att undervisa nyanlända ungdomar för att utveckla både ämneskunskaper och språk – en historielärares värderingar om sitt uppdrag

INTRODUCTION–Socially just plurilingual education in Europe: shifting subjectivities and practices through research and action

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