Pluralistic approaches to languages in the curriculum: the case of French-speaking Switzerland, Spain and Austria

Daryai-Hansen, Petra; Gerber, Brigitte; Ildikó, Lőrincz; Haller, Michaela; Ivanova, Olga; Krumm, Hans-Jürgen; Reich, Hans H.

doi:10.1080/14790718.2014.948877

Cited by 29 publications

(13 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As a consequence of this "monolingual and -cultural bias, " language students tend to be treated from the perspective of the language of the school rather than from the perspective of their individual plurilingualism. This research result is much in line with Goglin's concept of the monolingual habitus mentioned earlier and stands in conflict with ecological/holistic theories of language teaching that are, for instance, an integrated part of Swiss curricula, as Daryai-Hansen et al (2015) show. Their aim is to illustrate and discuss how the development of plurilingual competences is implemented in some European countries, including French-speaking Switzerland with its new curriculum.…”

Section: Identified Articlessupporting

confidence: 82%

“…Research results in both contexts locate a substantial discrepancy between policy and planning. Daryai-Hansen et al (2015) state that plurilingual competence is not established in education in general, instead separate plurilingualism, consisting of pure and separate languages is a widespread ideology in educational practices. The main concern of the study by Cabau (2014) was the gap between language-in-education policy and planning for minority languages in Sweden.…”

Section: Discrepancy Between Language Policy and Language Planningmentioning

confidence: 99%

See 1 more Smart Citation

Multilingual educational language policies in Switzerland and Sweden

Lundberg

2022

LPLP

View full text Add to dashboard Cite

Multilingualism represents a global challenge and a goal of education in European states. This meta-analysis examines how research studies on multilingual educational policy documents on a macro-level (national/regional) in Sweden and Switzerland differ in terms of foci and how the discourses in the articles represent different treatments of multilingual educational language policies. These countries were selected because of their similarities regarding the societal context, but they are different in regard to language policy issues and political formation. The articles were systematically identified via two databases, ERIC and LLBA, and in order to examine the latest developments after the introduction of a new language act in Sweden and the harmonization of public education in Switzerland in 2009, only research articles published between 2009 and 2016 were included. The results of the study suggest that a monolingual habitus exists in the Swedish nation state context compared to a more pluralistic approach in Switzerland. The most noteworthy result is the diverging definitions ofmultilingualismandplurilingual studentsand how this understanding influences the treatment of educational policies in these two linguistically and culturally superdiverse European countries.

show abstract

Section: Identified Articlessupporting

confidence: 82%

Section: Discrepancy Between Language Policy and Language Planningmentioning

confidence: 99%

Multilingual educational language policies in Switzerland and Sweden

Lundberg

2022

LPLP

View full text Add to dashboard Cite

show abstract

“…Although not always explicitly linked to Ruiz's (1984) orientation of linguistic diversity as a resource, an increased interest in and research on multilingualism in education as a resource has resulted in several models or approaches to promoting learners' multilingualism in the last decades. Some of these approaches have been described as awakening to languages (Candelier et al, 2004), inter-comprehension of related languages (Hufeisen & Marx, 2007), tertiary language didactics (Hufeisen & Neuner, 2004), translanguaging (Duarte et al, 2020;García & Wei, 2014) and approaches that aim at a common language curriculum for all language subjects (Daryai- Hansen et al, 2015). Even though these approaches are different in several respects, Haukås (2016) suggested that they all have some principles in common.…”

Section: Theorymentioning

confidence: 99%

Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms

Vikøy

Haukås

2021

International Journal of Multilingualism

View full text Add to dashboard Cite

The L1 subject is a central meeting place for all students regardless of their linguistic backgrounds. Thus explorations of multilingualism in the L1 subject provide the potential for enhancing all students' multilinguality. In Norway, several policy papers have emphasised the important role of the L1 Norwegian subject in promoting students' multilingualism as a resource, but guidelines are lacking on how this should be facilitated. Consequently, L1 teachers' beliefs about multilingualism are central to understanding how and to what extent they implement a multilingual pedagogy. Whereas previous research in the Norwegian context has mainly explored foreign language teachers' beliefs on multilingualism, this study investigated L1 Norwegian teachers' beliefs on how the subject can be taught in an increasingly diverse language classroom. Ten upper secondary school teachers discussed these topics in focus groups. Most of the teachers had a language-as-problem orientation to their students' multilingualism. In particular, they found it challenging to improve minority students' Norwegian skills. Moreover, they rarely encouraged the use of minority students' multilingualism as a resource in the classroom. They also reported little guidance from textbooks. The findings suggest a strong need for supporting L1 subject teachers in developing a multilingual mindset and for creating suitable teaching materials.

show abstract

“…However, this more fluid understanding of language use in current multilingualism represents a challenge for educators, because it destabilises codes, norms and conventions that teachers and especially language teachers have relied upon (Kramsch, 2014). It is therefore not surprising that different research studies have identified a discrepancy between multilingual pedagogies celebrated in literature or pluralistic policies and current classroom practice (Cenoz & Gorter, 2011;Cummins, 2007;Daryai-Hansen et al, 2015). The reasons for this gap are manifold.…”

Section: Complexity Of Multilingualismmentioning

confidence: 99%

Teachers’ beliefs about multilingualism: findings from Q method research

Lundberg

2018

Current Issues in Language Planning

118

View full text Add to dashboard Cite

This study explores teachers' beliefs about multilingualism and multilingual students in Swedish primary schools. The aim is to support a better-informed discussion about teachers' decisionmaking in linguistically diverse classrooms in the European nationstate. The use of Q method combines qualitative and quantitative data analyses. Q material applied in the present study provided the participants with all the necessary language to describe their beliefs. Two Q sets of statementsone regarding the understanding of the phenomenon and the other concerning suggested pedagogical responses in relation to current multilingualismwere constructed using a variety of sources. The participants are forty teachers, predominantly female, employed at three different primary schools in southern Sweden. Applying inverted factor analysis and abductive interpretation, three sets of teachers' beliefs emerged and descriptions represent the teachers' complex views about multilingualism in the classroom. Overall, teachers' beliefs are rather welcoming towards multilingualism and multilingual students and recent concepts with growing acceptance in literature, such as translanguaging, are well accepted. However, sceptical views, often based on monolingual ideologies are present and are likely to pose challenges for the implementation of pluralistic policies. This study contributes to an open debate about benefits and challenges of current multilingualism in education.

show abstract

Pluralistic approaches to languages in the curriculum: the case of French-speaking Switzerland, Spain and Austria

Cited by 29 publications

References 9 publications

Multilingual educational language policies in Switzerland and Sweden

Multilingual educational language policies in Switzerland and Sweden

Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms

Teachers’ beliefs about multilingualism: findings from Q method research

Contact Info

Product

Resources

About