'How Do You Reflect Linguistic Diversity in the Classroom?': A Quanticised Analysis. The Pedagogic Repertoires of Pre-Service Teachers in England Training in Predominantly Monolingual Classrooms

Autor/in	Bailey, Elizabeth G.
Titel	'How Do You Reflect Linguistic Diversity in the Classroom?': A Quanticised Analysis. The Pedagogic Repertoires of Pre-Service Teachers in England Training in Predominantly Monolingual Classrooms
Quelle	In: Multicultural Education Review, 14 (2022) 3, S.177-193 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bailey, Elizabeth G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2022.2129293
Schlagwörter	Foreign Countries; Multilingualism; Preservice Teachers; Teaching Methods; Elementary Education; Cultural Pluralism; Equal Education; Field Instruction; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Elementarunterricht; Kulturpluralismus; Praxisklasse
Abstract	This study, undertaken in a predominantly monolingual area of England, examines pre-service teachers' (N = 293) suggestions of how they could reflect linguistic diversity in primary classrooms (ages 4-11). Trialling a mixed method approach where open-text data are "quanticised," a combination of content analysis and statistical analysis are used to ask a) what methods are identified as ways of reflecting linguistic and cultural diversity? And b) is there a difference in the methods suggested by the pre-service teachers according to their own experience of learning languages and the institution they train at? The methods most commonly suggested were likely to be isolated events and fit with existing structures (e.g. "show and tell" time, multicultural days and guest speakers). Overall, substantial differences in pre-service teachers' pedagogic repertoires were found, highlighting the need to ensure practice, research and rhetoric supporting multilingualism reaches all. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01