Teachers' attitudes about language diversity

Byrnes, Deborah A; Kiger, Gary; Manning, M. Lee

doi:10.1016/s0742-051x(97)80006-6

Cited by 100 publications

(89 citation statements)

References 11 publications

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“…The Flemish Home Languages in Education Project (Ramaut et al, 2013) found that kindergarten teachers consistently tolerated the usage of home languages more than primary school teachers. Teachers with higher socioeconomic status were found to have more positive language attitudes compared to teachers of lower socioeconomic status (Byrnes et al, 1997), and this might, as a consequence, affect teachers' tolerant practices. Research demonstrated that more experienced teachers exhibit less positive attitudes towards minority pupils and instructional innovations than less experienced teachers (e.g., see Agirdag, Loobuyck, & Van Houtte, 2012, for attitudes towards Muslim pupils; see Ghaith & Yaghi, 1997, for attitudes towards implementing new instructional practices); similar processes might be described where tolerant practices towards multilingualism are concerned.…”

Section: Tolerant Practices Towards Multilingualism: Differences Betwmentioning

confidence: 97%

“…Migrants come from a multiplicity of countries and bring a wide range of languages with them. This tendency is seen not only in Europe (e.g., Duarte, 2011;Gogolin, 2002, for Germany; e.g., Vertovec, 2007, for the United Kingdom) but also in the USA (e.g., Byrnes, Kiger, & Manning, 1997). In Flanders, more than 16% of the pupils in primary education speak a language other than Dutch at home, and this proportion is still increasing (Crevits, 2015).…”

Section: Opening Up Towards Children's Languages: Why Is It Important?mentioning

confidence: 99%

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Opening up towards children’s languages: enhancing teachers’ tolerant practices towards multilingualism

Wildt

Avermaet

Houtte

2016

School Effectiveness and School Improvement

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Mainstream teachers struggle with linguistic diversity, often leading to restricting multilingualism. Scientific research, however, recommends including pupils' home languages in school. Various qualitative studies have evaluated implementations in schools and indicated possibilities for improving teachers' attitudes towards multilingualism. This paper evaluates an experimental implementation targeting an increase in tolerance towards multilingualism. The implementation was facilitated by external school coaches and consisted of 3 experimental tools affecting the school. Data originated from 62 Flemish primary schools (of which half were experimental schools) that participated in 3 survey waves (2012 and 2014; 763 teachers completed both waves). We used multilevel regression. We concluded that the implementation leads to higher rates of tolerance. The fulfilment of the basic conditions needed for a successful change was important, and the linguistic diversity of the pupil population and the investment by external school coaches did not affect the tolerant practices of teachers towards multilingualism. ARTICLE HISTORY

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Section: Tolerant Practices Towards Multilingualism: Differences Betwmentioning

confidence: 97%

Section: Opening Up Towards Children's Languages: Why Is It Important?mentioning

confidence: 99%

Opening up towards children’s languages: enhancing teachers’ tolerant practices towards multilingualism

Wildt

Avermaet

Houtte

2016

School Effectiveness and School Improvement

View full text Add to dashboard Cite

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“…Studies have documented that beliefs about culturally diverse students were based on hearsay, yet influenced teachers' pedagogical decision making and expectations of academic performance (Byrnes & Cortez, 1996;Byrnes, Kiger, & Manning, 1997;Clair, 1995). Teachers' prior experiences have a tremendous influence on beliefs (Nespor, 1987;Pajares, 1992;Richardson, 1996).…”

Section: Beliefs About Student Characteristicsmentioning

confidence: 99%

“…Moreover, these beliefs often begin to develop during childhood school experiences, and as research in anthropology suggests, beliefs and behaviors shaped by enculturative experiences early in life are highly resilient (Clark, 1988;Lortie, 1975;Pajares, 1992;Sturtevant, 1996;van Fleet, 1979;Wilson, 1990). In the field of multicultural education, research demonstrates that the racial, ethnic, linguistic, and class backgrounds of students influence teachers' responses to students and events in the classroom (AAUW, 1992;Bolin & Finkel, 1995;Byrnes, Kiger, & Manning, 1997;Damico & Scott, 1987;Foster, 1997;Kozol, 1991;Ladson-Billings, 1994;Olmedo, 1997;Paley, 1979;Solomon, Battistich, & Hom, 1996;Valdés, 1996;Winfield, 1986).…”

Section: Beliefs About Appropriate Teacher Responses To Diversitymentioning

confidence: 99%

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Teacher beliefs and cultural models: A challenge for science teacher preparation programs

2002

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ABSTRACT:The purpose of this paper is to present an argument for developing science teacher education programs that examine teachers' beliefs about multicultural issues and their impact on science teaching and learning. In the paper, we (a) delineate a rationale for the study of teacher beliefs about issues of culture and its impact on science teaching and learning; (b) assert three major categories of teacher beliefs to examine for designing teacher education programs that aim to meet the challenges of increasingly culturally diverse classrooms; and (c) discuss implications for science teacher education programs and research. Research has shown that knowing teachers' beliefs and designing instruction and experiences to explicitly confront those beliefs facilitate refinement of and/or transformation of beliefs and practices (Bryan & Abell,

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Curricular orientations, experiences, and actions: Graduate students in science and mathematics fields work in urban high school classrooms

2008

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We examined curricular orientations that graduate students in science and mathematics fields held as they experienced urban high‐school science and mathematics classrooms. We analyzed how these educators (called Fellows) saw themselves, students, teachers, schools, education, and the sense they made of mathematics and science education in urban, challenging settings in the light of experiences they brought with them into the project and experiences they designed and engaged in as they worked in classrooms for 1 or 2 years. We used Schubert's (Schubert (1997) Curriculum: Perspective, paradigm, and possibility. New Jersey: Prentice‐Hall, Inc.) four curricular orientations—intellectual traditionalism, social behaviorism, experientialism, and critical reconstructionism—to analyze the Fellows' journals, and to explore ways in which the positions they portrayed relative to curriculum, instruction, assessment, social justice, discipline, student involvement, teacher's role, subject‐matter nature, etc., shaped and were shaped by who they were before and during their classroom work. Our qualitative analysis revealed various relationships including: experientialists engaged in more open‐ended projects, relevant to students, with explicit connections to everyday‐life experiences; social behaviorists paid more attention to designing “good” labs and activities that taught students appropriate content, led them through various steps, and modeled good science and mathematics; and critical reconstructionists hyped up student knowledge and awareness of science issues that affect students' lives, such as asthma and HIV epidemic. Categorizing orientations and identifying relationships between experiences, actions, and orientations may help us articulate and explicate goals, priorities, and commitments that we have, or ought to have, when we work in urban classrooms. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 1–26, 2009

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Teachers' attitudes about language diversity

Cited by 100 publications

References 11 publications

Opening up towards children’s languages: enhancing teachers’ tolerant practices towards multilingualism

Opening up towards children’s languages: enhancing teachers’ tolerant practices towards multilingualism

Teacher beliefs and cultural models: A challenge for science teacher preparation programs

Curricular orientations, experiences, and actions: Graduate students in science and mathematics fields work in urban high school classrooms

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