Pre-service teachers’ beliefs about multilingualism in school: an evaluation of a course concept for introducing linguistically responsive teaching

English Medium Instruction, English‐Enhanced Instruction, or English without Instruction: The Affordances and Constraints of Linguistically Responsive Practices in the Higher Education Classroom

“…In spite of the substantial amount of research that has accumulated over the years, it is not difficult to discover that LRI studies have mostly concentrated in specific educational stages. In particular, discussions of LRI are largely focused on education training for pre‐ or in‐ service teachers of primary or secondary schools (Coady et al., 2011; Fischer & Lahmann, 2020; Tandon et al., 2017). Geographically, investigations into LRI have also been restricted to the United States or Europe (Fischer & Lahmann, 2020; Foley et al., 2018; Lucas & Villegas, 2011).…”

“…In particular, discussions of LRI are largely focused on education training for pre‐ or in‐ service teachers of primary or secondary schools (Coady et al., 2011; Fischer & Lahmann, 2020; Tandon et al., 2017). Geographically, investigations into LRI have also been restricted to the United States or Europe (Fischer & Lahmann, 2020; Foley et al., 2018; Lucas & Villegas, 2011). This means that there are very limited studies conducted outside of these settings, even though MLLs clearly exist beyond school contexts and in other parts of the world (see Hillman, this issue).…”

“…The call for promoting linguistically responsive instruction (LRI) has been emphasized for many years (Lucas & Villegas, 2011; Wong‐Fillmore & Snow, 2000). LRI is seen as a strategy that values multilingualism, setting the ground for “language learning, intercultural learning, and for fostering tolerance” (Fischer & Lahmann, 2020, p. 116). It is not only a competence that needs to be developed among language teachers, but also considered necessary for those who teach content.…”

“…doi: 10.1002/tesq.3076 INTRODUCTION T oday's classrooms have become more diverse than ever. As patterns of migration expand and grow, different linguistic communities are brought together, making multilingual learning environments more of a norm than an anomaly (Fischer & Lahmann, 2020;Garc ıa, Arias, Harris Murri, & Serna, 2010;Lucas & Villegas, 2011). Indeed, such diversity is not new to universities in many parts of North America, Europe, or Oceania, but it is becoming increasingly common in East Asian contexts that are seeing internal demographic shifts coupled with rising calls for internationalizing higher education.…”

Linguistically Responsive Instruction in International Branch Campuses: Beliefs and Practices of Liberal Arts and STEM Instructors

“…LRI has mostly been applied in pre-service teacher training programs as an approach for teaching English language learners in North American K-12 contexts (Berg & Huang, 2017;Fischer & Lahmann, 2020;Lucas, 2011;Lucas & Villegas, 2013;Martin & Strom, 2016;Tandon, Viesca, Hueston, & Milbourn, 2017;Wernicke, 2019). There are, however, relevant studies which have investigated pedagogical attitudes, beliefs, and practices related to providing language support in university discipline-specific content courses (Aguilar, 2015;Airey, 2012;Gallagher & Haan, 2018;Haan, Gallagher, & Varandani, 2017;Mancho-Bar es & Aguilar-P erez, 2020).…”