Multilingual School Population: Ensuring School Belonging by Tolerating Multilingualism

Autor/inn/en	Van Der Wildt, Anouk; Van Avermaet, Piet; Van Houtte, Mieke
Titel	Multilingual School Population: Ensuring School Belonging by Tolerating Multilingualism
Quelle	In: International Journal of Bilingual Education and Bilingualism, 20 (2017) 7, S.868-882 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1125846
Schlagwörter	Multilingualism; Student School Relationship; Elementary School Students; Second Language Learning; Foreign Countries; Teacher Student Relationship; Classroom Techniques; Hierarchical Linear Modeling; Elementary School Teachers; Language Planning; Language Usage; Well Being; Student Surveys; Teacher Surveys; Teacher Attitudes; Student Attitudes; Indo European Languages; Second Languages; Student Diversity; Immigrants; Multiple Regression Analysis; Statistical Analysis; Belgium + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Schüler-Lehrer-Beziehung; Zweitsprachenerwerb; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sprachwechsel; Sprachgebrauch; Well-being; Wellness; Wohlbefinden; Schülerbefragung; Lehrerverhalten; Schülerverhalten; Indoeuropäisch; Second language; Zweitsprache; Immigrant; Immigrantin; Immigranten; Statistische Analyse; Belgien
Abstract	Societies have become super-diverse due to migration and globalization. Many mainstream classroom teachers feel managing the linguistic variety children bring to school is challenging. This often leads to restrictive language policies. Research on multilingualism has given us insight into the multilingual realities of pupils, which allows us to focus on how the integration of these realities in school life might affect pupils' academic results and well-being. This study examines how teachers' tolerant practices toward multilingualism might mediate the relationship between schools' linguistic diversity and pupils' school belonging. The survey data come from 67 Flemish primary schools, in which 1255 teachers and 1761 pupils participated. Stepwise multilevel modeling showed that teachers' tolerating practices towards multilingualism statistically compensate for the negative effects of linguistically diverse schools on school belonging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01