Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues

Martins, Margarida Alves; Sousa, Otília; Castro, São Luís; Dockrell, Julie; Papadopoulos, Timothy C.; Mifsud, Charles L.

doi:10.14417/ap.1622

Cited by 3 publications

(1 citation statement)

References 13 publications

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“…From here, another issue emerges related to teachers' professional development, awareness and practices on issues of diversity and inclusion [3,[8][9][10][11]. On the one hand, Europe is a linguistically diverse and heterogeneous continent where educating an increasingly multicultural and multilingual population [12][13][14] is a challenge; on the other hand, across Europe, teachers seem to face personal and professional dilemmas related to cultural diversity [15][16][17].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

Semião,

Mogarro,

Pinto

et al. 2023

Education Sciences

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Cultural diversity in schools takes on various forms, including social class, ethnicity, religion and nationality, among other factors that constitute students’ identity, influencing their learning. Therefore, one of the biggest challenges that educational systems face internationally is the effective inclusion of all children and young people in schools. For this process to be successful, the roles played by teachers are essential. Thus, our main objective with this systematic literature review is to expand knowledge and awareness of cultural diversity issues to promote the inclusion of learners from primary to secondary education in Europe. To achieve this, we will highlight teachers’ perceptions of students’ cultural diversity and identify a range of strategies and practices that can contribute to the development of their professional learning. The search was conducted in two databases, Scopus and the Web of Science, and focused on articles published between 2010 and 2022. Of the 3976 identified articles, 41 were included in this study. The findings suggest that teachers consider diversity to be a challenge despite the existence of a favorable view toward students’ cultural diversity. A set of solutions is given for the development of inclusion processes.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

Semião,

Mogarro,

Pinto

et al. 2023

Education Sciences

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Teaching and learning in a multilingual Europe: findings from a cross-European study

et al. 2021

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School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.

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In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables

2022

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Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues

Cited by 3 publications

References 13 publications

Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

Teaching and learning in a multilingual Europe: findings from a cross-European study

In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables

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