The relationship between teachers’ language experience and their inclusion of pupils’ home languages in school life

Gilham, Polly; Fürstenau, Sara

doi:10.1080/09500782.2019.1668008

Cited by 18 publications

(13 citation statements)

References 24 publications

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“…Findings from the MIKS project indicate that this willingness among teachers varies considerably depending i.a. on their own experiences with language learning (Gilham and Fürstenau 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Results from the scientific study of the MIKS project show that multilingual classroom situations differ greatly, e.g. depending on whose languages are incorporated, by whom, for which reasons and in what manner (see Dlugaj and Fürstenau 2019;Gilham and Fürstenau 2019). Project school teachers reported to use language comparisons more frequently than other multilingual teaching practices (Ticheloven et al in press).…”

Section: Research Project and Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Language Comparison as an Inclusive Translanguaging Strategy: Analysis of a Multilingual Teaching Situation in a German Primary School Classroom

Fürstenau

Çelik

Plöger

2020

Inklusion Und Bildung in Migrationsgesellschaften

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Section: Discussionmentioning

confidence: 99%

Section: Research Project and Methodsmentioning

confidence: 99%

Language Comparison as an Inclusive Translanguaging Strategy: Analysis of a Multilingual Teaching Situation in a German Primary School Classroom

Fürstenau

Çelik

Plöger

2020

Inklusion Und Bildung in Migrationsgesellschaften

Self Cite

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“…It has been argued that "the inclusion of pupils' home languages at school and in the classroom can be beneficial for all those involved" (Gilham & Fürstenau, 2020); however, languages other than the school or target language are frequently ignored (Van Avermaet et al, 2018). This has led to multilingual pupils feeling less comfortable at school (e.g., , and obtaining lower academic results compared to their monolingual peers, which is reflected in the achievement gap (Cummins, 2009).…”

Section: Multilingualism In Education and Itementioning

confidence: 99%

“Accept All Pupils as they are. Diversity!” – Pre-Service Primary Teachers’ Views, Experiences, Knowledge, and Skills of Multilingualism in Education

Robinson-Jones

Duarte

Meij

2022

Sustainable Multilingualism

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Summary Schools across Europe are experiencing a growing number of multilingual pupils; however, teachers claim to be generally underprepared for dealing with this ever-increasing linguistic and cultural diversity. Initial teacher education often pays insufficient attention to multilingualism, thus there is a call for research on what pre-service teachers learn about the topic during training. Against this background, this small-scale exploratory study sets out to explore pre-service primary teachers’ (a) views of multilingualism in education in general, (b) experiences of multilingualism in education as trainee teachers, and (c) self-perceived knowledge and skills acquired and developed during training, in the context of the Netherlands. Based on 195 survey responses, descriptive statistical analyses indicate that the sampled pre-service primary teachers have slightly positive views of multilingualism in education, specifically regarding their opinions on the role of multilingualism in education, focusing on school and home languages, and their tolerance of multilingualism in the classroom and at school. A qualitative content analysis reveals that several pre-service primary teachers have had general experiences of teaching pupils with migrant backgrounds, such as in transition classes (Dutch: schakelklassen), and of teaching pupils who communicate with each other only in their home languages. Challenges in teaching multilingual pupils are also reported, such as the implications of being unable to understand pupils’ home languages. Regarding their self-perceived knowledge and skills, the content analysis shows that some pre-service primary teachers in this study are aware of how to encourage collaboration between multilingual pupils to involve their languages in their learning, and have knowledge of language comparison and awareness approaches that can be implemented in multilingual classrooms. A concerning finding, however, is that according to pre-service primary teachers’ self-reported communication skills for multilingual pupils, there is a tendency to use simplified language, which may have a negative impact on pupils’ language development. These findings highlight the need for further research that employs a mixed-methods longitudinal approach to gain insights into the depth of knowledge and skills acquired during training and how views of multilingualism in education influence classroom practices. This study further reveals shortcomings of primary teacher education in the Netherlands regarding the topic of multilingualism, which are followed up by preliminary recommendations for improving training programmes; for instance, training institutions should aim to collaborate with more multilingual schools where pre-service teachers can gain first-hand practical experience.

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“…Förutom pedagogiska och didaktiska utmaningar har studier visat att flerspråkig användning även kännetecknas av känslomässiga aspekter (se t.ex. Gilham & Fürstenau 2019;Hedman & Magnusson 2019). I Hedman och Magnussons (2021) studie framkom att lärarnas anpassning till elevernas behov genom kollegialt samarbete också rörde omsorg om elevernas relationella och känslomässiga förhållanden.…”

Section: Tidigare Forskningunclassified

Utrymmen för flerspråkighet: Funktionella aspekter av flerspråkiga låg- och mellanstadielärares språkliga praktiker

Snoder

2022

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Framväxande flerspråkiga miljöer, till följd av migration, globalisering och informationsteknik, skapar nya förväntningar och krav på språkkontakt både på samhälls- och individnivå. Grundskolan i Sverige utgör en av flera samhällsarenor i vilken omfattningen av flerspråkig användning, utöver svenska och de språk som undervisas, behöver (om)förhandlas. Studiens syfte är att få ny kunskap om hur flerspråkig användning kan ta sig uttryck i ordinarie låg- och mellanstadieundervisning. Med en etnografisk ansats genomfördes observationer av fyra flerspråkiga lärares undervisnings-praktiker samt intervjusamtal med lärarna. Fokus för analysen är lärarnas praktiserade flerspråkighetspolicy i klassrummet (Bonacina-Pugh 2017). Resultaten visar att de flerspråkiga lärarna skapar ett mellanrum, third space (Bhabha 1994), i vilket flerspråkig användning legitimeras främst för att underlätta elevernas kunskapsinhämtning och språkliga medvetenhet, men även för att skapa känslomässig förståelse och trygghet. Lärarna använder dock sin flerspråkighet i undervisningen i olika grad. Det är framför allt en av lärarna som på ett systematiskt sätt använder sin flerspråkighet i de två olika årskurserna som hon undervisar. Flerspråkig användning visar sig också på flera olika sätt och har olika funktioner. En sådan multifunktionell aspekt av flerspråkig användning öppnar upp möjligheter för att en större del av elevers hela språkliga repertoar kan tillvaratas och utvecklas inom ramen för den ordinarie undervisningen.

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The relationship between teachers’ language experience and their inclusion of pupils’ home languages in school life

Cited by 18 publications

References 24 publications

Language Comparison as an Inclusive Translanguaging Strategy: Analysis of a Multilingual Teaching Situation in a German Primary School Classroom

Language Comparison as an Inclusive Translanguaging Strategy: Analysis of a Multilingual Teaching Situation in a German Primary School Classroom

“Accept All Pupils as they are. Diversity!” – Pre-Service Primary Teachers’ Views, Experiences, Knowledge, and Skills of Multilingualism in Education

Utrymmen för flerspråkighet: Funktionella aspekter av flerspråkiga låg- och mellanstadielärares språkliga praktiker

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