Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries

Viesca, Kara Mitchell; Teemant, Annela; Alisaari, Jenni; Ennser–Kananen, Johanna; Flynn, Naomi; Hammer, Svenja; Perumal, Ratha; Routarinne, Sara

doi:10.1016/j.tate.2022.103649

Cited by 8 publications

(4 citation statements)

References 17 publications

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“…The research team for this study was part of a larger four‐nation study in Germany, Finland, the United States, and the United Kingdom (specifically England) (Viesca et al., 2022), which explored the international applicability of the SPC Plus for observing practices for MLLs. The team intentionally included teacher educators and researchers of multilingualism from four nations who established inter‐rater reliability on the SPC Plus through online and face‐to‐face learning.…”

Section: Methodsmentioning

confidence: 99%

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Effective Teachers of Multilingual Learners: A Mixed‐Method Study ofUKandUSCritical Sociocultural Teaching Practices

et al. 2023

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This convergent parallel mixed‐method study (quan + QUAL) relies on systematic classroom observations of mainstream teachers considered highly effective with multilingual learners in the United Kingdom and the United States (N = 9). Using a critical sociocultural theoretical lens, we use an established quantitative observation rubric and lesson field notes to capture real‐world teaching practices. Using deductive reasoning to merge closed‐ and open‐ended observation data, we illuminate the features of highly effective teaching for multilingual students. Evidence demonstrates that elements of challenge in activity design and teacher presentation, prioritizing language and literacy development, and modeling, were practices with the highest consistency across countries. At the same time, other features leave room for future growth. Lesson analysis unpacked various ways teachers enact effective teaching based on country context. Despite educational policies that may conflict with strong teaching for multilingual students, linguistically responsive teachers in both countries transcend curricular and testing constraints by intentionally enacting lessons that richly scaffold learning.

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Section: Methodsmentioning

confidence: 99%

“…As part of the more extensive study (Viesca et al, 2022), we observed 18 teachers (10 from seven US schools; 8 from four UK schools). All schools were in districts populated with low-income families from minoritized groups.…”

Section: Participantsmentioning

confidence: 99%

Effective Teachers of Multilingual Learners: A Mixed‐Method Study ofUKandUSCritical Sociocultural Teaching Practices

et al. 2023

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“…These have ranged from teacher resignation through to being motivated to learn. 51 Yet some teachers have been identified as experts in serving multilingual pupils, 52 and adequate professional development as well as experience supports the development of such pedagogical skills. 53 Prior research has also shown that, unsurprisingly, translanguaging is present in Finnish schools, 54 including in immersion and Indigenous education 55 and not merely tolerated but also used as an intentional pedagogical approach.…”

Section: Debunking Myth 2: Finnish Curriculum and Schools Promote Mul...mentioning

confidence: 99%

Language Education for Everyone? Busting Access Myths

Ennser–Kananen

Kilpeläinen

Saarinen

et al. 2023

Finland’s Famous Education System

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Finland has, rather successfully, promoted an image of itself as a model of educational excellence and linguistic equity. This chapter problematises this image by analysing Finnish language education policies at the comprehensive school level. For our analysis we use a three-fold understanding of access as; (a) having the opportunity to participate in language education (getting in); (b) participating in education that is meaningful and effective for the pupil (getting it); and (c) receiving credentials that are societally legitimate and valuable assets (getting out). We elaborate on each aspect of access by debunking three myths for the Finnish context that: (a) Multilingualism is politically valued; (b) the curriculum promotes multilingual education; and (c) the education system offers equal opportunities to all, regardless of language. We conclude with a mixed picture. While initiatives have been put in place to expand participation in language learning and develop multilingual pedagogies, the societal status of national languages and constitutional bilingualism have also, somewhat paradoxically, strengthened monolingual ideologies. Such ideologies have contributed to the erasure of Indigenous and autochthonous languages from education and minimise the position of allochthonous (migrant) languages in curriculum and education. We propose several reforms in teacher education and a more systematic, long term, national supervision of (language) education policy in the service of equitable multilingual education.

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“…This approach is supported by a growing body of international research which has investigated the links between language-sensitive teaching, language awareness, educational attainment and integration efforts in different migrant contexts within a variety of theoretical frameworks (e.g. García 2009;Finkbeiner, Knierim, Smasal & Ludwig 2012;van Dijk, Hajer, Kuiper & Eijkelhof 2020;Viesca et al 2022). It is also an approach that is now increasingly advocated for on the basis that it can better promote inclusive education more widely, and that in so doing, it can help to address wider issues around inequality in society (Boisvert & Thiede 2020).…”

Section: Introductionmentioning

confidence: 99%

Language-sensitive teaching as an emergent response to increasing linguistic diversity in Irish post-primary schools: Challenges, opportunities and implications for teacher education

2023

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The 21st century has been characterised by an unprecedented growth in transnational migration with education systems in many countries challenged to address the implications of this ongoing global phenomenon. This paper reports on a recent study that was undertaken amongst teachers and school managers in post-primary state schools in Ireland to explore the current position regarding language-sensitive teaching as an emergent response to the growing reality of linguistic diversity in schools. Bottom-up research of this kind is vital as it can shed light on the perceptions and experiences of the key stakeholders involved in order to determine their related professional needs and shape future directions in teacher education in this area. The key findings show that language-sensitive teaching remains in its infancy in the Irish post-primary educational context with an urgent need for teacher awareness-raising and upskilling in relation to this approach and its implementation in different subject classrooms. The research has also indicated that language support teachers can play a central role in developing language-sensitive teaching at the whole school level but this potential remains largely under-exploited in the Irish post-primary educational context.

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Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries

Cited by 8 publications

References 17 publications

Effective Teachers of Multilingual Learners: A Mixed‐Method Study ofUKandUSCritical Sociocultural Teaching Practices

Effective Teachers of Multilingual Learners: A Mixed‐Method Study ofUKandUSCritical Sociocultural Teaching Practices

Language Education for Everyone? Busting Access Myths

Language-sensitive teaching as an emergent response to increasing linguistic diversity in Irish post-primary schools: Challenges, opportunities and implications for teacher education

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