Teachers’ views on recognising and using home languages in predominantly monolingual primary schools

Addressing Linguistic Diversity in the Language Classroom in a Resource‐Oriented Way: An Intervention Study With Primary School Children

“…Although future studies would have to explore the underlying psycholinguistic and/or motivational causes in more depth, results would have high practical relevance. Because addressing linguistic diversity in a resource‐oriented way is still an exception in the language classroom (see Göbel & Vieluf, ), our study may encourage teachers to try to incorporate students’ linguistic resources and help persuade those who show reticence about allowing or incorporating home languages in the classroom (see Bailey & Marsden, ). In addition, teachers may see the value of implementing affective‐experiential activities in linguistically diverse settings so as to foster positive affect and well‐being.…”

“…Because attitudes play an important role in adequately addressing linguistic and cultural diversity in the classroom (Busse & Göbel, ), teachers may have to be trained before implementing this teaching approach. Such training might also be needed to address low levels of confidence, as reported by Bailey and Marsden ().…”

“…() and the Arteagoitia and Howard () studies involved only two languages, and their findings may not apply to classrooms where a plethora of languages are present. More research is thus needed to explore the feasibility of translingual scaffolding in contexts with high linguistic diversity and time restrictions imposed by curricular pressure (see also Bailey & Marsden, ), as we did in the present study. In addition, more attention needs to be paid to affective outcomes of such practices because these dimensions of learning have not yet been addressed.…”

“…Creating an opportunity for students to make use of their linguistic resources in the classroom is also beneficial to their learning and for their developing multilingual competencies (Cenoz & Gorter, ; García, Ibarra Johnson, & Seltzer, ; García & Wei, ). However, in many contexts, foreign language education continues to ignore diversity in the classroom and fails to incorporate students’ linguistic resources (Bailey & Marsden, ; Hall & Cook, ; for the situation in German EFL classes, see Göbel & Helmke, ; Göbel & Vieluf, ), ultimately perpetuating monolingual practices. Failing to make use of these resources is not only detrimental to students with a migrant background but also to students of the majority population who cannot benefit from the linguistic resources of their peers.…”

"De det er jobb med og som ikke har kommet noen vei"

“…Flere studier peker på at laereres bruk av elevenes morsmål i undervisningen har sammenheng med hvor mye erfaring og kunnskap de har og (dermed) hvor trygge og selvsikre de kjenner seg på temaet (Bailey & Marsden 2017). Bailey & Marsden (2017:286) fant at laerere var mest villige til å ha temauker om bestemte land, laere noen få ord på ulike språk og ha kulturelle aktiviteter, mens de var minst villige til å bruke litteratur fra elevenes hjemland.…”