Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity

Alisaari, Jenni; Heikkola, Leena Maria; Commins, Nancy L.; Acquah, Emmanuel O.

doi:10.1016/j.tate.2019.01.003

Cited by 142 publications

(96 citation statements)

References 26 publications

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“…La producción registrada en internet apenas muestra el plurilingüismo de los hablantes. El monolingüismo como ideología y como práctica no es concordante con la realidad extralingüística (Alisaari et al 2019) La producción textual oral y escrita está dominada por el monolingüismo, tanto desde la lengua materna como desde una segunda lengua. Los intentos de sensibilización al plurilingüismo en la práctica escrita en didáctica de las lenguas, por ejemplo, son una muestra de la voluntad de cambio (Faneca & Araújo, 2018) pero todavía claramente minoritarios.…”

Section: Resultados Y Análisis De Los Datosunclassified

Conciencia lingüística en la construcción de discursos multilingües: la intercomprensión espontánea en portuñol

Barrio

2019

RIEOEI

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Resumen. La producción de discursos multilingües es muy baja en relación a la generación de discursos monolingües, máxime si se tiene en cuenta la configuración multilingüe de nuestras sociedades. Los hablantes tienden a conformar discursos monolingües no solamente cuando se comunican en su lengua materna (L1), lo que es evidente, sino cuando la comunicación se realiza en una segunda lengua (L2). Localizar en la red producciones orales y escritas multilingües no resulta tarea fácil. La preferencia por la comunicación monolingüe en segundas lenguas responde a diversos factores, entre los que destacan la eficiencia comunicativa y el prestigio de la comunicación monolingüe, aspecto este último de gran influencia sobre los hablantes. En situaciones comunicativas formales en L2 no hay duda de que el discurso que domina es monolingüe. También en las comunicaciones no formales, pero en entornos naturales distendidos se observa una mayor libertad en la elección discursiva y la conciencia lingüística de los hablantes influye positivamente en la generación de discursos multilingües. Nos acercaremos a esta cuestión desde la perspectiva de la intercomprensión espontánea en español y portugués, partiendo de un corpus de estudio en el que se han registrado producciones orales y escritas de intercomprensión espontánea. Su análisis nos ha permitido observar una conciencia lingüística favorable a la interacción en distintas lenguas, lo que da entrada de forma natural al discurso multilingüe. Palabras clave: discurso multilingüe; conciencia lingüística; intercomprensión; portuñol. A consciência linguística na construção de discursos multilíngues: a intercompreensão espontânea em portunholResumo. A produção de discursos multilíngues é escassa em relação à geração de discursos monolíngues, especialmente se a configuração multilíngue de nossas sociedades é levada em conta. Os falantes tendem a conformar discursos monolíngues não apenas quando se comunicam em sua língua materna (L1), o que é evidente, mas também quando a comunicação ocorre em uma segunda língua (L2). Encontrar na internet produções orais e escritas multilíngues não é uma tarefa fácil. A preferência pela comunicação monolíngue em segundas línguas responde a vários fatores, entre os quais se destacam a eficiência comunicativa e o prestígio da comunicação monolíngue, sendo este último aspecto de grande influência nos falantes. Em situações comunicativas formais em L2 não há dúvida de que o discurso dominante é monolíngue. Também em comunicações não formais, mas em ambientes naturais observa-se maior liberdade na escolha discursiva e a consciência linguística dos falantes influencia positivamente o surgimento de discursos multilíngues. Abordamos esta questão da perspectiva da intercompreensão espontânea em espanhol e português a partir de um corpus de estudo no qual foram registradas produções orais e escritas de intercompreensão espontânea. Sua análise permitiu-nos observar uma consciência linguística favorável à interação em diferentes línguas, o que possibilita de form...

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Section: Resultados Y Análisis De Los Datosunclassified

Conciencia lingüística en la construcción de discursos multilingües: la intercomprensión espontánea en portuñol

Barrio

2019

RIEOEI

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“…However, PD can only influence attitudes, knowledge, and skills to some extent, and the influence on practices may even be less important as there is no direct relationship between beliefs and practices (Pajares 1992). For instance, the belief that multilingualism is an asset and that the use of home languages in the classroom promotes the learning of the majority language does not result in professionals implementing multilingual approaches in education (Alisaari et al 2019;Kirsch and Aleksić 2018;Kratzmann et al 2017).…”

Section: The Role Of Professional Development In Early Multilingual Ementioning

confidence: 99%

Early Language Education in Luxembourg

Kirsch

Seele

2020

Springer International Handbooks of Education

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This chapter examines recent language education laws in Luxembourg as well as the ways in which early years practitioners appropriated the new policies and put them into practice. The chapter begins with a brief introduction of the linguistic landscape in Luxembourg and a summary of the dynamic development of the country's early childhood education system. Special emphasis is put on recent changes in language education policies, which call for a more inclusive and multilingual early language education. Monolingual practices now need to open up to flexible language use and offer children opportunities to capitalize on their entire semiotic repertoire for communicating, meaning-making, and learning. The central concerns of this chapter are the ways in which policy changes influence educational practices in formal and non-formal settings and how professional development shapes this process. In order to address these questions, the authors review literature on language education policy, translanguaging, and professional development and examine studies on early language education in Luxembourg. Next, they discuss recent initiatives of professional development in formal and non-formal early years settings as well as their outcomes. Finally, they present critical issues such as the practitioners' reflexivity and responsibility and the sustainability of professional development. Future research directions include family language policies, partnerships between families and early childhood institutions and children's languaging practices inside and across these institutions.

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“…It follows that, the stronger the students' home language skills, the better they will be at learning other languages and content (Cummins, 2007). Unfortunately, many teachers believe that the language of the instruction will only be learned if students' home languages are excluded and all school activities take place in the target language (Alisaari, Heikkola, Acquah & Commins, 2019;Valdes 2010). However, evidence suggests that including the home language in instruction is beneficial: it promotes better outcomes in maintaining the home language, learning the school language, and learning other subjects (Ganuza & Hedman, 2018;Ramírez, 1992).…”

Section: What Teachers Need To Know About Learning An Additional Langmentioning

confidence: 99%

How Finnish teachers understand multilingual learners’ language learning

Alisaari

Heikkola²

2020

Apples

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The number of students whose home language is different from the language of instruction is growing everywhere. Learning a new language while simultaneously learning different subjects in that language, is challenging and requires teacher support. However, research has shown that not all teachers have sufficient knowledge of language learning, how language learning influences the learning of content, or how to support multilingual learners in this context (Sullivan, 2016). In this study, Finnish teachers’ (N = 820) understandings of certain processes related to learning an additional language were examined, including whether there were differences in understandings between different teacher groups. Over 80% of the surveyed teachers were knowledgeable about the aspects related to classroom interaction and language use that can be considered as essential for being a linguistically responsive teacher: for example, they knew that social interaction supports learners’ language development. In this study, the less experience a teacher had in general, the more knowledgeable they were regarding language learning. Further, teachers of language related subjects had a better understanding of certain aspects of language learning compared to other subject teacher groups. Based on these results, professional development targeted at teachers who have been in the profession for several years is recommended.

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Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity

Cited by 142 publications

References 26 publications

Conciencia lingüística en la construcción de discursos multilingües: la intercomprensión espontánea en portuñol

Conciencia lingüística en la construcción de discursos multilingües: la intercomprensión espontánea en portuñol

Early Language Education in Luxembourg

How Finnish teachers understand multilingual learners’ language learning

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