Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice

Lorenz, Eliane; Krulatz, Anna; Torgersen, Eivind Nessa

doi:10.1016/j.tate.2021.103428

Cited by 44 publications

(28 citation statements)

References 25 publications

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“…In any case, the results from the present study suggest that suitable pre-service teacher training can help student teachers to begin to appreciate the nature of pluralistic teaching approaches and to build on their own positive language learning experiences (cf. Lorenz et al 2021) in developing suitable teaching materials. Greater practical teaching experience in actual language classroom and accumulated rewarding encounters with diverse languages positioned next to the target English, which may have so far eluded most foreign language teachers' experiences, may aid teachers' willingness to regularly integrate also minority languages and cultures present in their classroom.…”

Section: Discussionmentioning

confidence: 99%

Learning to Teach English in the Multilingual Classroom Utilizing the Framework of Reference for Pluralistic Approaches to Languages and Cultures

Kopečková

Poarch

2022

Languages

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Positioned in a specific curriculum context, yet universal in its rationale, this paper illustrates how over the course of one term, student teachers experiment with designing and teaching language learning activities that foster plurilingual competence of young learners of English, while following the Framework of Reference for Pluralistic Approaches to Languages and Cultures. It presents two practical teaching examples (one for primary and one for secondary school level) not only to showcase the great learning and motivational potential of pluralistic tasks employed in L3 English classrooms but also to bear testimony to the creativity and plentiful resources today’s pre-service language teachers themselves bring into their multilingual classrooms if encouraged and opened up to such a practice. Based on the FREPA descriptors, the paper evaluates the developed teaching material to discuss implications for pre- and in-service training of teachers working with young learners of diverse linguistic and cultural backgrounds.

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Section: Discussionmentioning

confidence: 99%

Learning to Teach English in the Multilingual Classroom Utilizing the Framework of Reference for Pluralistic Approaches to Languages and Cultures

Kopečková

Poarch

2022

Languages

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“…The study is insightful, like the others in the review, yet, similar to how the MLT is presented in the study by Maseko and Mkhize (2021), one learns little about the participants themselves, despite there being only five of them. In Lorenz et al (2021), which is one of the few studies to have observed MLTs implementing multilingual teaching practices, the three participants are described as ‘fluent in English and Norwegian’ and having ‘varying levels of proficiencies in other languages, namely Arabic, Thai, Swedish, Danish, German, French, and Spanish’. Zhunussova (2021), likewise, refers to her 25 MLT participants as ‘…multilinguals with high proficiency in English, Kazakh, and Russian…’.…”

Section: Fidelity In Researching Multilingual Language Teachersmentioning

confidence: 99%

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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“…Instead, they prioritised the learning of Norwegian over the L3 (English) for integration purposes, even though English is a compulsory subject in the Norwegian curriculum. Similarly, the teachers in a longitudinal study by Lorenz et al (2021) supported the idea of integrating multilingual practices, but they did not implement such practices systematically. Hence, recent research into teachers' perceptions and practices in Norway has confirmed that there is still a need to educate teachers who understand and can knowledgeably use multiple languages and multilingual teaching practices in their classrooms in general and in the English classroom in particular.…”

Section: Multilingualism In Educationmentioning

confidence: 99%

Visual and Artefactual Approaches in Engaging Teachers with Multilingualism: Creating DLCs in Pre-Service Teacher Education

Ibrahim

2022

Languages

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This paper reports on a study of teachers’ engagement with their own multilingualism in a pre-service teacher education context. As linguistic diversity in society and schools around the globe is increasing, teachers are required to meet the challenges of teaching children who live with multiple languages. However, teachers are seldom required to reflect on and engage with their own multilingualism, which forms the basis of a subjective and experiential approach to educating teachers multilingually. Embedded in an arts-based visual methodology, this study used the concept of Dominant Language Constellations (DLCs) as both a theoretical underpinning and a creative qualitative tool for collecting data. It included fourteen DLC artefacts created by future teachers of English in Grades 1–7 and Grades 5–10 in northern Norway, supported by oral and written narratives. Plurisemiotic analysis of teachers’ DLC artefacts indicates that teachers ‘saw’ or perceived themselves as plurilingual individuals for the first time. Furthermore, they reflected on the classroom implications of including multilingual practices in a context of increasing linguistic diversity in Norway, through capitalizing on their own and potentially their learners’ multilingual identities.

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Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice

Cited by 44 publications

References 25 publications

Learning to Teach English in the Multilingual Classroom Utilizing the Framework of Reference for Pluralistic Approaches to Languages and Cultures

Learning to Teach English in the Multilingual Classroom Utilizing the Framework of Reference for Pluralistic Approaches to Languages and Cultures

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

Visual and Artefactual Approaches in Engaging Teachers with Multilingualism: Creating DLCs in Pre-Service Teacher Education

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