The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018

Calafato, Raees

doi:10.1016/j.lingua.2019.06.001

Cited by 57 publications

(71 citation statements)

References 86 publications

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“…While theoretical frameworks are useful in providing a better understanding of the potential that MLTs possess, it is important to also ascertain whether these theories are supported by evidence from research on actual MLTs. In this regard, studies tend to report a mixed picture and generally fall into three main categories with respect to MLTs: (1) teacher beliefs and professional identity, (2) teaching practices, and (3) the beliefs of other stakeholders towards teacher multilingualism (for a review of some such studies, see Calafato, 2019 ).…”

Section: Background To the Instrumentmentioning

confidence: 99%

“…There is some indication that the environment and teachers' experiences as language learners can strongly influence how they end up expressing their multilingualism. For instance, teachers in Asia, the United Kingdom, and the Americas can find it more challenging to express their multilingualism due to the widespread presence of societal beliefs that link legitimacy as a speaker of a certain language to ethnicity or nationality ( Calafato, 2019 ). In other words, the most proficient and authentic speakers of a language in these regions are often seen as those that were born into it (nativeness vs. later acquisition).…”

Section: Background To the Instrumentmentioning

confidence: 99%

“…The result is that teachers may not have the tools to convert their beliefs into practice ( Schedel and Bonvin, 2017 ). For example, in the absence of appropriate training, teachers' decision to engage in multilingual practices has been shown to largely depend on their personal experiences and reaction to native-speakerism (see Calafato, 2019 ; Jiang et al., 2014 ). Oftentimes, teachers embark on a period of self-reflection and independent study before they acquire the tools and confidence to implement a multilingual pedagogy (e.g.…”

Section: Background To the Instrumentmentioning

confidence: 99%

“…Such an evaluation would help educational institutions make targeted, informed changes to teacher education programs to help teachers meet the challenges of educating an increasingly multilingual and super-diverse student population based on empirical, first-hand research. In this respect, a growing number of studies have explored teacher multilingualism, although there is a lack of systematization when it comes to methodology and a preponderance of qualitative studies (see Calafato, 2019 ). The lack of systematization makes it difficult to compare teacher multilingualism across diverse contexts and languages.…”

Section: Introductionmentioning

confidence: 99%

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Evaluating teacher multilingualism across contexts and multiple languages: validation and insights

Calafato

2020

Heliyon

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In response to the need for quantitative instruments that can provide insights into language teacher multilingualism on a large scale, this article discusses the development of the MULTITEACH questionnaire via a five-stage process that consisted of a critical review of research on teacher multilingualism, seminar and practitioner consultations, a pilot study, reliability tests, and principle component analysis (PCA), followed by a larger study involving 460 multilingual language teachers and factor analysis to confirm the PCA. The questionnaire thus validated provides a comprehensive quantitative measure of assessing language teacher multilingualism across multiple foreign languages and in diverse contexts. A discussion of the factors influencing teacher multilingualism has also been included based on the findings from the larger study of 460 multilingual teachers.

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Section: Background To the Instrumentmentioning

confidence: 99%

Section: Background To the Instrumentmentioning

confidence: 99%

Section: Background To the Instrumentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Evaluating teacher multilingualism across contexts and multiple languages: validation and insights

Calafato

2020

Heliyon

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“…"Intercultural communicative competences" are becoming more and more widespread in foreign language training (Yang, Xiang & Chun, 2018). An intercultural approach is applied in the professional training foreign languages through the growth of multilingual students (Calafato, 2019), which is especially evident in EU countries. Students' mobility is growing, and as a result, the mobility of professionals through the needs of the labour market is also increasing; the convergence of policies in providing professional foreign language training takes place due to the lack of specialists in the labour market and economic goals of countries (Pé rez-Llantada, 2018).…”

Section: Introductionmentioning

confidence: 99%

Professional Foreign-Language Training as a Component of Higher Vocational Education

Trubitsyna¹,

Kanibolotska²,

Zozulia³

et al. 2020

IJHE

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Obtaining higher vocational education, mastering the practical aspects of the chosen profession, and later work in the specialty are the goals of everyone, who seeks to find their niche in the modern society. Taking in consideration the above, the aim of the scientific article is to study the main aspects of professional foreign-language training as a component of higher vocational education. Methods of theoretical analysis, comparison, description and observation have been used to reveal the purpose of the academic paper. The study was conducted in the article on the examples of studying Ukrainian as a foreign language and English as a foreign language. It has been established that studying Ukrainian as a foreign language is carried out when it is necessary to communicate in private life, as well as in the framework of doing business. In the course of the study it has been established that key aspects of learning English relate to the fact that English is the world’s language of doing business, the second most widely spoken language in the world, apart from the mother tongue, and one of the official languages of the world’s leading organizations, such as UN, EU, etc. It has been established that currently in Ukraine the following mastery levels of the Ukrainian language are in effect in the process of mastering this academic discipline, namely: elementary, basic, low-intermediate, high-intermediate, advanced and proficient level of knowledge of the Ukrainian language as a foreign. It has been determined that professional foreign language training of students at institutions of higher professional education in the direction of “English as a foreign language” both in Ukraine and abroad involves students gaining the following levels of English in the process of mastering the discipline, namely: Beginner, Elementary English, Intermediate English, Upper-Intermediate English, Advanced English, Proficiency English.

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Fidelity to participants when researching multilingual language teachers: A systematic review

Calafato

2022

Review of Education

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The research field of multilingualism in education has grown exponentially over the last two decades, with more and more studies published every year on the need for teachers to validate the whole linguistic repertoire of their students and help them draw on their multilingualism as a resource. What has, conversely, not been accorded sufficient attention by researchers is the multilingualism of the teachers tasked with realising this. This oversight, as it were, raises ethical issues for researchers that go beyond macro ethical considerations like the need to ensure participant anonymity, their protection from harm, and data confidentiality. Education is itself a complex, ethical enterprise, where engagement with teachers and students requires greater faithfulness, exactitude, and respect on the part of researchers. The need for such engagement, from an ethical standpoint, has been magnified as governments globally implement multilingual initiatives in schools and universities that encourage teachers to harness the growing linguistic and cultural diversity that surrounds them (and of which they are a part). Based on a systematic review of 59 published works between 2016 and 2021, this article discusses the importance of adopting a fidelity‐to‐participants approach when researching multilingual language teachers. Such an approach has been missing from most studies, yet it would benefit researchers and their participants, as well as policymakers and educators in several ways.

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The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018

Cited by 57 publications

References 86 publications

Evaluating teacher multilingualism across contexts and multiple languages: validation and insights

Evaluating teacher multilingualism across contexts and multiple languages: validation and insights

Professional Foreign-Language Training as a Component of Higher Vocational Education

Fidelity to participants when researching multilingual language teachers: A systematic review

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