Multilingual Classrooms—Danish Teachers’ Practices, Beliefs and Attitudes

Knudsen, Hanne Bruun Søndergaard; Donau, Pernille Sejer; Mifsud, Charles L.; Papadopoulos, Timothy C.; Dockrell, Julie

doi:10.1080/00313831.2020.1754903

Cited by 18 publications

(13 citation statements)

References 42 publications

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“…A fifth general factor that captured the shared covariances of the four low-order factors, thus, representing teachers' attitudes directly, was further identified. Some data from single countries have now been published in country-specific journals using the MCQ (Knudsen et al 2020;Authors Mifsud & Vella, 2018a, b). The current study advances our understanding of attitudes to multilingualism by examining the effects of country of origin, gender and education level in which the teachers taught (elementary vs. secondary) on the four factors emerging from the MCQ.…”

Section: Discussionmentioning

confidence: 99%

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Teaching and learning in a multilingual Europe: findings from a cross-European study

et al. 2021

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School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.

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Section: Discussionmentioning

confidence: 99%

“…In areas of Wales, both English and Welsh are the languages of instruction (Gathercole and Thomas 2009), and in Catalonia, both Spanish and Catalan are used in some schools (Kirsch 2018a(Kirsch , 2018b. By contrast, in Denmark, three different official languages are used in schools (Knudsen et al 2020).…”

Section: The Pupilsmentioning

confidence: 99%

Teaching and learning in a multilingual Europe: findings from a cross-European study

et al. 2021

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“…English language teachers' beliefs about teaching and learning have been the subject of plenty of research (Crusan et al, 2016;Hayes, 2009;Lee & Bathmaker, 2007;Liviero, 2017;Karabenick & Noda, 2004;Knudsen et al, 2021;Murphy & Torff, 2019;Nguyen et al, 2016). The study by Oder and Eisenschmidt (2018) exploring EFLTs' conceptions of effective teaching yielded that they strongly agreed with the statement that -teachers should vary their teaching methods to achieve students' meaningful learning and understanding‖, furthermore, they strongly favoured the statement that -students need to be given opportunities to discuss new ideas and listen to their classmates' ideas in small groups‖.…”

Section: Eflts' Beliefs Concerning Effective Language Teachingmentioning

confidence: 99%

An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

Koşar

Dolapçıoğlu

2021

JPR

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How teaching could be conducted effectively and consequently student learning could be enhanced presumably vary from teacher to teacher, arising from a variety of such factors as the conditions in the workplace, teachers' year of teaching experience and their prior schooling experiences. In this regard, English-as-a-foreign-language (EFL) teachers' (EFLTs) beliefs about quality teaching leading to facilitated student learning are also highly likely to be divergent. This survey research aims to add to the growing literature on teacher beliefs via unveiling EFLTs' (N = 520) beliefs regarding effective teaching in general and effective EFL teaching in particular, student learning and development, and the probable changes that may occur in their beliefs according to the year of their teaching experience and the level of education they teach. The results revealed that the EFLTs held strong beliefs with respect to the effect of constructivist and humanistic concepts on effective teaching and student learning, and believed implementing communicative approach and conducting interactive activities induced effective EFL teaching and student learning. The findings also indicated that there existed statistically significant differences in EFLTs' beliefs concerning constructivist concepts and EFL teaching practices according to the year of their teaching experience.

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“…Teachers with more experience in multilingual settings may display more positive attitudes toward multilingualism [44, 48]. Fluency in other languages [8, 38, 49] and socio-economic background of the teachers [50] modified their attitudes toward multilingual learners as well. Recent research of Alisaari et al [44], Portolés and Martí [51], and Pohlmann-Rother et al [52] showed that training teachers on concepts of multilingualism and language awareness had a positive effect on the attitudes of teachers.…”

Section: Introductionmentioning

confidence: 99%

Attitudes of Teachers toward Multilingualism, Heritage Language Maintenance, and Second Language Learning at School

Daelman,

Van Lierde,

Bettens

et al. 2023

Folia Phoniatr Logop

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Introduction: Providing an adapted language input in a multicultural classroom is often challenging to educators. Teachers are frequently the parents’ first contacts for language counseling and educational support, and therefore, they may influence the language exposure not only in the classroom but at home as well. This study aimed to investigate the cognitive, emotional, and behavioral attitudes of teachers toward multilingualism in Flanders. The effects of contextual teacher- and school-related properties on the attitudes of teachers were also considered. Methods: An online survey questioning the cognitive, emotional, and behavioral attitudes of teachers was developed and distributed to all schools in Flanders. 710 preschool, primary, and secondary teachers completed the questionnaire. Results: The results showed rather positive attitudes toward heritage language maintenance and multilingualism. However, there are still some misconceptions about multilingual language learning strategies. Teachers are interested in extra training, as they find it hard to use the languages of their pupils as a resource in their teaching practice. Discussion: Teachers mostly consider multilingualism an added value. Supplementary training and extra advice given by speech-language therapists could be helpful to inform teachers about the importance of their students’ proficiency in the heritage language and could give teachers insight into the principles of second language acquisition.

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Multilingual Classrooms—Danish Teachers’ Practices, Beliefs and Attitudes

Cited by 18 publications

References 42 publications

Teaching and learning in a multilingual Europe: findings from a cross-European study

Teaching and learning in a multilingual Europe: findings from a cross-European study

An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

Attitudes of Teachers toward Multilingualism, Heritage Language Maintenance, and Second Language Learning at School

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