Family Language Policy and Dominant Language Constellations: A Canadian Perspective

Slavkov, Nikolay

doi:10.1007/978-3-030-70769-9_5

Cited by 4 publications

(1 citation statement)

References 34 publications

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“…DLCs have previously been used to examine the most expedient languages used in multilingual education (Sugrañes, 2021), teacher education (Björklund et al, 2020), and language policies (Slavkov, 2021;Vetter, 2021). Notably, DLCs reflect the most used languages within a given environment, not an overview of someone's full repertoire.…”

Section: Dominant Language Constellationsmentioning

confidence: 99%

‘We Can Do More With It’: Dominant Language Constellations of Teachers in Multilingual Frisian Primary Schools

Dekker,

Kootstra,

Loerts

et al. 2023

Multilingual Education

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Primary school teachers' attitudes, knowledge, and practical skills are vital in facilitating pupils' multilingualism. To improve language teaching and pupils' learning, it is therefore necessary to examine these constructs. This study aims to gain more insight into the attitudes, knowledge and practical skills of primary school teachers participating in an intervention to foster multilingual education. Within the framework of Dominant Language Constellations (DLC), we highlight the way languages are used and viewed within the bilingual province of Friesland, the Netherlands. Based on 23 semi-structured interviews with in-service teachers and principals, the current study investigates patterns of self-reported DLCs that emerge among primary school teachers in Friesland, as well as to what extent a typology of attitudes, knowledge and practical skills of in-service teachers can be developed.This study shows how DLCs can be applied to the study of attitudes. Our selfreported DLCs are categorized into three levels depending on how teachers view pupils' languages as part of their curriculum: Acknowledged, Semi-Integrated, or Included. Furthermore, we create a typology of inclusive, welcoming or tolerant teachers who show positive attitudes towards multilingualism and the implementation of multilingual education, are knowledgeable regarding various benefits of multilingualism, and reflect on their active use of multilingualism.

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Section: Dominant Language Constellationsmentioning

confidence: 99%

‘We Can Do More With It’: Dominant Language Constellations of Teachers in Multilingual Frisian Primary Schools

Dekker,

Kootstra,

Loerts

et al. 2023

Multilingual Education

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Language Repertoires or Individual Dominant Language Constellations: The Reality of Instructed Educational Settings in a (Mostly) Monolingual Context

Gabryś-Barker

2023

Multilingual Education

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Dominant Language Constellations: Teaching and Learning Languages in a Multilingual World

Aronin

2021

Policy Development in TESOL and Multilingualism

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Family Language Policy and Dominant Language Constellations: A Canadian Perspective

Cited by 4 publications

References 34 publications

‘We Can Do More With It’: Dominant Language Constellations of Teachers in Multilingual Frisian Primary Schools

‘We Can Do More With It’: Dominant Language Constellations of Teachers in Multilingual Frisian Primary Schools

Language Repertoires or Individual Dominant Language Constellations: The Reality of Instructed Educational Settings in a (Mostly) Monolingual Context

Dominant Language Constellations: Teaching and Learning Languages in a Multilingual World

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