Teachers' beliefs on multilingualism in the Basque Country: Basque at the core of multilingual education

Gartziarena, Mikel; Villabona, Nerea

doi:10.1016/j.system.2022.102749

Cited by 20 publications

(5 citation statements)

References 16 publications

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“…It might also be promising to embed the workshops in the school science classes (which are offered in the respective school language), for example, by preparing students beforehand and subsequently following up on the students' experiences in their regular classes. Furthermore, in line with previous studies, we assume that the further training of teachers with regard to the valuation and support of multilingualism in class might be promising (e.g., Gartziarena & Villabona, 2022).…”

Section: Discussionsupporting

confidence: 74%

Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students

Schiefer,

Caspari,

Moscoso

et al. 2024

Science Education

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Migrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The purpose of this study was to investigate the effectiveness of an innovative science outreach program that brings together migrant students and STEM professionals with the same linguistic and cultural backgrounds. The program consists of one‐off workshops that follow an inquiry‐based approach and include hands‐on activities and science communication in the students' heritage language. Using surveys with adapted scales and open‐ended questions, we applied a randomized block design with waitlist control groups and repeated measures. Eighty‐three Portuguese‐speaking migrant students aged 6–17 years participated in the workshops in Germany and the United Kingdom. Results indicate that both the students and STEM professionals evaluated the program positively and that students who participated in the workshops tended to demonstrate an increase in their attainment value for science and an increase in their self‐concept of ability for the heritage language 4 weeks after the intervention when compared with students in the control condition. These effects were particularly pronounced for students with low prior motivation to study science or speak the heritage language. Our results thus show that it is possible to foster migrant students' attainment value for science and increase their self‐concept of ability regarding the heritage language through a brief science outreach intervention.

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Section: Discussionsupporting

confidence: 74%

Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students

Schiefer,

Caspari,

Moscoso

et al. 2024

Science Education

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“…In today's world, where international exchanges and cooperation are being strengthened, education systems are becoming more internationalized. Multilingualism is not only a social phenomenon, but the globalization of the economy, the democratization of new technologies, and the increase in transnational mobility and migration have also contributed to the integration of multilingualism in the educational environment [1]. This category of minorities comprises groups such as ethnic minorities, inter-linguistic regional groups, and transnational groups.…”

Section: Prevalence Of Minorities In the Context Of Internationalisat...mentioning

confidence: 99%

An Analysis of the Mediating Role of Language in Education in the Context of Internationalisation of Education

Dilixiati

2024

LNEP

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In the context of the internationalization of education, multilingual language learning and teaching play a fundamental and very important role in the education system, where different groups learn a uniform curriculum based on different cultural backgrounds and linguistic understandings. This thesis analyses the reason for the imbalance of educational resources for minorities in the educational process. Multilingual teaching materials and related materials are outdated or unavailable. Groups learning through "bridge" languages do not acquire languages through their mother tongue, which makes the acquisition process difficult. On this basis, the thesis proposes to improve pedagogical diversity by increasing teachers' motivation to learn and teach multilingualism. The second is that the creation and enrichment of multilingual corpora and teaching materials can enhance research on multilingualism. The third is a way to reduce the quality gap with the majority population in education by promoting cooperation between universities companies and institutions.

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“…On the other, there are studies focussing on the psychological side of the teaching and learning processes, such as those on teachers" beliefs and attitudes (e.g. Bier & Lasagabaster, 2023b;Gartziarena & Villabona, 2022) and on students" attitudes and motivation (e.g. Lasagabaster, 2015Lasagabaster, , 2017Lá zaro-Ibarrola & Azpilicueta-Martí nez, 2021).…”

Section: Two Multilingual Research Contextsmentioning

confidence: 99%

What Are the Best Practices to Foster Students’ Motivation in Multilingual Schools? The Teachers’ Perspective

Bier,

Lasagabaster

2023

IJL

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This contribution focuses on teachers’ perspectives on ways of motivating students in multilingual education settings where a local minority language co-exists with a State majority language, English as a lingua franca and additional immigrant languages. The findings we will be reporting on are from a study that was carried out in the two regions of the Basque Autonomous Community in Spain and of the Autonomous Region Friuli Venezia Giulia in Italy. Semi-structured interviews were carried out with 42 primary and secondary school teachers from both contexts, and data were analysed by means of content analysis following Dörnyei’s (2001) and Henry et al.’s (2018) taxonomies. Motivational activities described by teachers were categorised based on the language/s in which they were carried out. Empirically supporting Dörnyei’s and Henry et al.’s proposals, findings show that activities with authentic and teacher-created materials are prevalent, whatever the language, while textbooks appear to be almost never used. Designing activities that involve the use of authentic materials requires that teachers possess solid pedagogical and linguistic skills, a circumstance which makes the development of language awareness and motivational skills a priority in teacher education and professional development courses. Based on such findings, implications for future research are discussed.

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Teachers' beliefs on multilingualism in the Basque Country: Basque at the core of multilingual education

Cited by 20 publications

References 16 publications

Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students

Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students

An Analysis of the Mediating Role of Language in Education in the Context of Internationalisation of Education

What Are the Best Practices to Foster Students’ Motivation in Multilingual Schools? The Teachers’ Perspective

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