"I Feel Like It's Giving Me a Lot as a Language Teacher to Be a Learner Myself": Factors Affecting the Implementation of a Multilingual Pedagogy as Reported by Teachers of Diverse Languages

Autor/in	Calafato, Raees
Titel	"I Feel Like It's Giving Me a Lot as a Language Teacher to Be a Learner Myself": Factors Affecting the Implementation of a Multilingual Pedagogy as Reported by Teachers of Diverse Languages
Quelle	In: Studies in Second Language Learning and Teaching, 11 (2021) 4, S.579-606 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Calafato, Raees)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Second Language Learning; Second Language Instruction; Multilingualism; Language Teachers; Teacher Attitudes; Teacher Student Relationship; Learning Processes; Norwegian; Russian; Secondary School Teachers; Teacher Characteristics; Teaching Methods; English (Second Language); Foreign Countries; French; German; Spanish; Chinese; Metalinguistics; Professional Identity; Norway + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Language teacher; Sprachunterricht; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Norwegisch; Russisch; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Französisch; Deutscher; Spanisch; China; Chinesen; Metalanguage; Metasprache; Norwegen
Abstract	To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students' knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students' multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01