Identifying Space for Mainstreaming Multilingual Pedagogies in European Initial Teacher Education Policies

Autor/inn/en	Bergroth, Mari; Llompart, Júlia; Pepiot, Nathalie; van der Worp, Karin; Dražnik, Tjaša; Sierens, Sven
Titel	Identifying Space for Mainstreaming Multilingual Pedagogies in European Initial Teacher Education Policies
Quelle	In: European Educational Research Journal, 21 (2022) 5, S.801-821 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bergroth, Mari) ORCID (Sierens, Sven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14749041211012500
Schlagwörter	Multilingualism; Teaching Methods; Second Language Learning; Case Studies; Language Usage; Language of Instruction; Native Language; Educational Policy; Comparative Analysis; Inclusion; Equal Education; Sociolinguistics; Foreign Countries; Preservice Teacher Education; Language Minorities; Elementary Secondary Education; Pedagogical Content Knowledge; Swedish; Finno Ugric Languages; Romance Languages; Spanish; Diversity; English (Second Language); Portuguese; Indo European Languages; French; Slavic Languages; Alignment (Education); Educational Change; Cross Cultural Studies; Language Attitudes; European Union; Belgium; Finland; Slovenia; Spain; France; Lithuania; Portugal + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Sprachgebrauch; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Inklusion; Soziolinguistik; Ausland; Lehramtsstudiengang; Lehrerausbildung; Sprachminderheit; Pädagogische Kompetenz; Schwedisch; Romanische Sprache; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Portugiesischunterricht; Indoeuropäisch; Französisch; Slawische Sprache; Bildungsreform; Cultural comparison; Kulturvergleich; Sprachverhalten; Belgien; Finnland; Slowenien; Spanien; Frankreich; Litauen
Abstract	This study sought to explore the ideological and implementational spaces for mainstreaming multilingual pedagogies (MPs) in initial teacher education (ITE) policies and curricula across the European Union. The concept of linguistically sensitive teaching (LST) was used as a lens to examine inclusive, equity-centred MPs in ITE. A multi-sited comparative case study was conducted to collect data in nine locations. As a result, a general trend of ideological spaces was observed for MPs in language-in-education policies at the European and (sub)national levels. However, this ideological space was not always implemented in ITE. As a second result, explicit mentions of MPs and LST were identified in the ITE curricula of seven sites, and in each of the nine cases, a potential space for implementation was observed. As a third result we found that the greatest potential for opening implementational spaces for MPs lies in courses that aim to develop general pedagogical and sociolinguistic knowledge as well as professional beliefs in future teachers. In conclusion, we contend that the linguistic ecology and the organisational structure of education systems (decentralisation) are factors that help explain the successful mainstreaming of MPs in ITE institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01