Opening up towards Children's Languages: Enhancing Teachers' Tolerant Practices towards Multilingualism

Autor/inn/en	Van Der Wildt, Anouk; Van Avermaet, Piet; Van Houtte, Mieke
Titel	Opening up towards Children's Languages: Enhancing Teachers' Tolerant Practices towards Multilingualism
Quelle	In: School Effectiveness and School Improvement, 28 (2017) 1, S.136-152 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2016.1252406
Schlagwörter	Multilingualism; Regression (Statistics); Foreign Countries; Coaching (Performance); Elementary School Teachers; Native Language; Language Usage; Second Language Learning; Mainstreaming; Teacher Attitudes; Educational Practices; Educational Change; Elementary School Students; Educational Improvement; Educational Policy; Statistical Analysis; Teaching Methods; Questionnaires; Multiple Regression Analysis; Pretests Posttests; Sociolinguistics; Belgium + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Regression; Regressionsanalyse; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sprachgebrauch; Zweitsprachenerwerb; Lehrerverhalten; Bildungspraxis; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Soziolinguistik; Belgien
Abstract	Mainstream teachers struggle with linguistic diversity, often leading to restricting multilingualism. Scientific research, however, recommends including pupils' home languages in school. Various qualitative studies have evaluated implementations in schools and indicated possibilities for improving teachers' attitudes towards multilingualism. This paper evaluates an experimental implementation targeting an increase in tolerance towards multilingualism. The implementation was facilitated by external school coaches and consisted of 3 experimental tools affecting the school. Data originated from 62 Flemish primary schools (of which half were experimental schools) that participated in 3 survey waves (2012 and 2014; 763 teachers completed both waves). We used multilevel regression. We concluded that the implementation leads to higher rates of tolerance. The fulfilment of the basic conditions needed for a successful change was important, and the linguistic diversity of the pupil population and the investment by external school coaches did not affect the tolerant practices of teachers towards multilingualism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01