Investigating team beliefs on multilingualism and language education in early childhood education and care

Lengyel, Drorit; Salem, Tanja

doi:10.1080/14790718.2022.2125976

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Cited by 3 publications

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“…The discussions were recorded and transcribed, and the software MAXQDA used to facilitate the content analysis of the obtained data. In line with Fojkar and Skubic (2017), Lengyel and Salem (2023), and Sandell Ring (2021), the findings reveal the complexity of adopting and incorporating the tailored approaches required by linguistically diverse and special educational needs (SEN) students. Several key findings emerged, including the difficulty adapting to changing educative contexts or the lack of guidelines to facilitate teaching in multilingual contexts.…”

Section: Referencessupporting

confidence: 56%

UZRT 2024: Early language learning in formal contexts. Book of abstracts

Kovačić

2024

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Section: Referencessupporting

confidence: 56%

UZRT 2024: Early language learning in formal contexts. Book of abstracts

Kovačić

2024

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Multiple lenses to understand and shape multilingual literacy practices in Early Childhood Education

Kirsch,

Hornberger

2024

Language, Culture and Curriculum

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A minority language as language of instruction in the science classroom: A case study of a science teacher teaching at a German-speaking school in Namibia

Feser,

Haagen-Schützenhöfer

2023

EURASIA J Math Sci Tech Ed

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Previous studies on the challenges teachers face when teaching science in German, as well as their corresponding coping strategies, feature a significant blind spot because—to our knowledge—they have only been conducted in regions, where German is the majority language. To address this blind spot, the present case study explores the perspectives of a science teacher on the role of German as language of instruction in a context in which German is a minority language. To this end, we conducted a narrative interview with a science teacher at a German-speaking school in Namibia and analyzed it qualitative-reconstructively. Our data analysis revealed that two meta-themes, which we labeled “teaching while navigating a monolingual norm” and “teaching while handling shortages,” pattern the key challenges and coping strategies of our interviewed teacher when she is teaching science in German language. The implications of this finding are outlined at the end of this paper.

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Investigating team beliefs on multilingualism and language education in early childhood education and care

Cited by 3 publications

References 27 publications

UZRT 2024: Early language learning in formal contexts. Book of abstracts

UZRT 2024: Early language learning in formal contexts. Book of abstracts

Multiple lenses to understand and shape multilingual literacy practices in Early Childhood Education

A minority language as language of instruction in the science classroom: A case study of a science teacher teaching at a German-speaking school in Namibia

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