Silencing Linguistic Diversity: The Extent, the Determinants and Consequences of the Monolingual Beliefs of Flemish Teachers

Autor/inn/en	Pulinx, Reinhilde; Van Avermaet, Piet; Agirdag, Orhan
Titel	Silencing Linguistic Diversity: The Extent, the Determinants and Consequences of the Monolingual Beliefs of Flemish Teachers
Quelle	In: International Journal of Bilingual Education and Bilingualism, 20 (2017) 5, S.542-556 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agirdag, Orhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1102860
Schlagwörter	Monolingualism; Educational Policy; Teacher Attitudes; Foreign Countries; Correlation; Institutional Characteristics; Secondary School Teachers; Hierarchical Linear Modeling; Ethnic Groups; Language Attitudes; Teacher Student Relationship; Social Influences; Political Influences; Bilingualism; Self Efficacy; Gender Differences; Trust (Psychology); Secondary School Students; Indo European Languages; Academic Education; Vocational Education; Minority Groups; Regression (Statistics); Second Languages; Teacher Expectations of Students; Second Language Learning; Language of Instruction; Mixed Methods Research; Belgium + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Lehrerverhalten; Ausland; Korrelation; Ethnie; Sprachverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialer Einfluss; Political influence; Politischer Einfluss; Bilingualismus; Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt; Sekundarschüler; Indoeuropäisch; Akademische Bildung; Ausbildung; Berufsbildung; Ethnische Minderheit; Regression; Regressionsanalyse; Second language; Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Belgien
Abstract	This article aims to deepen our understanding of the dynamic interaction between language policies, school characteristics and teachers' beliefs about monolingualism. The study takes place in Flanders (Belgium), a region characterized by educational policies which are based on a stringent monolingual ideology. Based on a survey of 775 teachers from across 48 secondary schools, we examined how these policies affected teachers' beliefs, whether and how teacher beliefs vary between schools, and what the consequences of these beliefs are. The results of our multilevel analysis indicate that teachers strongly adhere to monolingual policies, while there are also significant differences across schools, which are related to the ethnic composition of those schools. Furthermore, a stronger adherence to monolingualism was found to trigger teachers to have lower expectations about their students but not about their ability to teach. Finally, implications for policymakers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01