Differences in English Teachers' Beliefs and Practices and Inequity in Austrian English Language Education: Could Plurilingual Pedagogies Help Close the Gap?

Autor/inn/en	Erling, Elizabeth J.; Foltz, Anouschka; Wiener, Melanie
Titel	Differences in English Teachers' Beliefs and Practices and Inequity in Austrian English Language Education: Could Plurilingual Pedagogies Help Close the Gap?
Quelle	In: International Journal of Multilingualism, 18 (2021) 4, S.570-585 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Erling, Elizabeth J.) ORCID (Foltz, Anouschka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2021.1913170
Schlagwörter	Language Teachers; Teacher Attitudes; Comparative Analysis; Secondary School Teachers; Middle School Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Student Motivation; Language Usage; Foreign Countries; German; Immigrants; Track System (Education); Institutional Characteristics; Classroom Techniques; Outcomes of Education; Teaching Methods; Multilingualism; Attitude Change; Equal Education; Language Tests; Achievement Tests; Austria + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schulische Motivation; Sprachgebrauch; Ausland; Deutscher; Immigrant; Immigrantin; Immigranten; Leistungsgruppe; Leistungsdifferenzierung; Klassenführung; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Attitudinal change; Einstellungsänderung; Language test; Sprachtest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Österreich
Abstract	Educational research in Austria has demonstrated that early tracking into academic secondary schools and middle schools results in inequities for students with low socioeconomic status, from migration backgrounds and/or with German as an additional language. It has also found gaps in performance between students in the two school types, including in English. To better understand the reasons for this, we collected data from teachers in both school types about their beliefs and classroom practices. Teachers in academic secondary schools indicate higher achievement levels for English amongst their students compared to teachers in middle schools. Descriptive and inferential analyses reveal higher perceived levels of motivation amongst academic secondary school compared to middle school students, and students' perceived level of motivation influenced English language outcomes in both school types. Moreover, there were significant differences aligning with school type in teachers' reported language use in the classroom and their perceptions of students' access to English outside of school. These findings suggest factors that contribute to gaps in achievement in English language education according to school type. The article closes by considering how plurilingual pedagogies might be employed to transform beliefs, alleviate disadvantage and support equity in English language education in Austria and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01