Teaching English to Multilingual Immigrant Students: Understanding Teachers' Beliefs and Practices

Autor/inn/en	Haim, Orly; Tannenbaum, Michal
Titel	Teaching English to Multilingual Immigrant Students: Understanding Teachers' Beliefs and Practices
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 4, S.420-439 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haim, Orly) ORCID (Tannenbaum, Michal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2062737
Schlagwörter	Foreign Countries; Language Teachers; English (Second Language); Teacher Attitudes; Beliefs; Multilingualism; Immigrants; Educational Practices; Students; Teacher Student Relationship; Student Needs; Second Language Learning; Teacher Background; Educational Environment; Israel + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Belief; Glaube; Mehrsprachigkeit; Multilingualismus; Immigrant; Immigrantin; Immigranten; Bildungspraxis; Student; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Zweitsprachenerwerb; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Teachers' beliefs, conceptualised as heuristics encompassing perceptions and ideologies regarding aspects of their profession, strongly influence their practices. Grounded in this perspective, this study investigated teachers' beliefs and perceived practices in the context of teaching English as foreign language (EFL) to immigrant students in Israeli schools. Utilising a mixed-methods approach, data were collected from 153 teachers via questionnaires and semi-structured interviews. Two major sets of beliefs emerged in the data, aligning conceptually with two of Ruíz's orientations to language planning and multilingual societies: "multilingualism as a resource," and "multilingualism as a right," reflected in supporting special accommodations for immigrant students. These beliefs were found to be significantly related to teachers' reported practices. Certain factors, especially teachers' personal biography as immigrants and the particular school contexts, have been identified as predictors of teachers' beliefs about teaching immigrant students in the EFL classroom. Results further indicate insufficient professional knowledge about the unique conditions and challenges confronted by immigrant students while acquiring an additional language. Recommendations are made regarding professional development programmes for teachers within the framework of 'language as resource'. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01