1. bookVolume 17 (2020): Issue 1 (November 2020)
Journal Details
License
Format
Journal
First Published
16 Apr 2015
Publication timeframe
2 times per year
Languages
English
access type Open Access

Migrant and Non-Migrant Origin Pre-Service Teachers’ Beliefs about Multilingualism and Teaching in Multilingual Classrooms: Convergences and Divergences

Published Online: 18 Nov 2020
Page range: 102 - 123
Journal Details
License
Format
Journal
First Published
16 Apr 2015
Publication timeframe
2 times per year
Languages
English
Summary

This article reports findings from an investigation into migrant and non-migrant origin pre-service teachers’ beliefs about multilingualism and the relationship between their linguistic trajectories as students and how they perceive themselves as future teachers. We analize the beliefs of around seventy pre-service teachers taking part in a university course, collected through an individual reflection tool based on a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) and a group discussion in which students had to discuss their ideas and create a collective document. In this article we focus on the discourse of four pre-service teachers, two of whom had migration backgrounds and two of whom who did not. Findings suggest that pre-service teachers’ life and learning experiences contribute to different emotions and feeling about language and teaching in a multilingual setting. They also influence the perception the pre-service teachers have of themselves as future teachers. Pre-service teachers regard the preparation received at the university negatively and express insecurities. Findings illustrate that migrant origin pre-service teachers feel more prepared in the sense they believe that their migration experience can help to understand newcoming students and be empathic with them.

Keywords

Arocena Egaña, E., Cenoz, J., & Gorter, D. (2015). Teachers’ beliefs in multilingual education in the Basque Country and in Friesland. Journal of Immersion and Content-Based Language Education, 3(2), 169–193. https://doi.org/10.1075/jicb.3.2.01aroSearch in Google Scholar

Basturkmen, H. (2012). Review of Research into the Correspondence between Language Teachers’ Stated Beliefs and Practices. System, 40, 282–295. https://doi.org/10.1016/j.system.2012.05.001Search in Google Scholar

Bergroth, M., Llompart, J., Pepiot, N., Van der Worp, K., & Sierens, S. (forthcoming a). Opening Spaces for Inclusive Multilingual Pedagogies In/Through Initial Teacher Education: A Multi-Sited Case Study of Policies and Curricula Across Europe. European Educational Research Journal.Search in Google Scholar

Bergroth, M., Llompart, J., Pepiot, N., Van der Worp, K., & Sierens, S. (forthcoming b). Whose action research is it? Promoting linguistically sensitive teacher education in Europe. Educational Action Research.Search in Google Scholar

Borg, S. (2006). Teacher Cognition and Language Education: Research and Practice. Continuum.Search in Google Scholar

Borg, S. (2019). Language Teacher Cognition: Perspectives and Debates. In X. Gao (Ed.), Second Handbook of English Language Teaching (pp. 1149–1170). Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-58542-0_59-1Search in Google Scholar

Conteh, J., & Meier, G. (Eds.) (2014). The Multilingual Turn in Languages Education. Opportunities and Challenges. Multilingual Matters.Search in Google Scholar

Council of Europe. (2018). Common European Framework of Reference for Languages: Companion Volume with New Descriptors. Council of Europe. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989Search in Google Scholar

Cummins, J. (2014). Rethinking pedagogical assumptions in canadian french immersion programs. Journal of Immersion and Content-Based Language Education, 2(1), 3–22. https://doi.org/10.1075/jicb.2.1.01cumSearch in Google Scholar

Cummins, J. (2017). Teaching for transfer in multilingual school contexts. In O. García, A. Lin, & S. May (Eds.), Bilingual and Multilingual Education (Encyclopedia of Language and Education, 3rd ed) (pp. 1–13). Springer. https://doi.org/10.1007/978-3-319-02258-1_8Search in Google Scholar

De Angelis, G. (2011). Teachers’ beliefs about the role of prior language knowledge in learning and how these influence teaching practices. International Journal of Multilingualism, 8(3), 216–234. https://doi.org/10.1080/14790718.2011.560669Search in Google Scholar

European Commission. (2017). Preparing Teachers for Diversity. The Role of Initial Teacher Education: Final Report – Study. Publications Office of the European Union. https://publications.europa.eu/en/publication-detail/-/publication/b347bf7d-1db1-11e7aeb3-01aa75ed71a1Search in Google Scholar

European Commission. (2019). Council Recommendation of 22 May 2019 on a Comprehensive Approach to the Teaching and Learning of Languages (2019/C, 189/03). Official Journal of the European Union, C 189/15 https://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=CELEX:32019H0605(02)Search in Google Scholar

Eurydice. (2019). Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures. Eurydice Report. Publications Office of the European Union.Search in Google Scholar

Flors, A. (2013). “L’idioma que ens connecta a tots”. Els discursos sobre l’aprenentatge de l’anglès dels adolescents de Mataró. Treballs de Sociolingüística Catalana, 23, 205–233. https://doi.org/10.2436/20.2504.01.58Search in Google Scholar

Gay, G. (2010). Culturally Responsive Teachers. Theory Research and Practice. Teachers College Press.Search in Google Scholar

Generalitat de Catalunya. Departament d’Educació. (2004). Pla per a la llengua i la cohesió social.https://enxarxats.intersindical.org/nee/pla_lleng_cohesocialGC.pdfSearch in Google Scholar

Generalitat de Catalunya. (2017). Decret 150/2017, de 17 d’octubre, de l’atenció educativa a l’alumnat en el marc d’un sistema educatiu inclusiu. Diari Oficial de la Generalitat de Catalunya.Search in Google Scholar

Generalitat de Catalunya. (2018). The Language Model of The Catalan Education System: Language Learning and Use in A Multilingual and Multicultural Educational Environment. Servei de Comunicació i Publicacions. http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/monografies/model-linguistic/model-linguistic-Catalunya-ENG.pdfSearch in Google Scholar

Gogolin, I. (2013). The “monolingual habitus” as the common feature in teaching in the language of the majority in different countries. Per Linguam,13(2), 38–49. https://doi.org/10.5785/13-2-187Search in Google Scholar

Griva, E., & Chostelidou, D. (2012). Monolingual competence development in the Greek education system: FL teachers’ beliefs and attitudes. International Journal of Multilingualism, 9(3), 257–271. https://doi.org/10.1080/14790718.2011.626857Search in Google Scholar

Haukås, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1–18. https://doi.org/10.1080/14790718.2015.1041960Search in Google Scholar

Hobbs, V., Matsuo, A., & Payne, M. (2010). Code-switching in japanese language classrooms: an exploratory investigation of native vs. non-native speaker teacher practice. Linguistics and Education, 21, 44–59. https://doi.org/10.1016/j.linged.2009.12.004Search in Google Scholar

Llompart, J., & Moore, E. (2020). La reflexión para la didáctica lingüísticamente inclusiva. Textos de Didácitca de la Lengua y la Literatura, 88. Graó.Search in Google Scholar

Llompart, J., & Nussbaum, L. (2018). Doing plurilingualism at school: Key concepts and perspectives. In C. Helmchen, & S. Melo-Pfeifer (Eds.), Plurilingual Literacy Practices at School and in Teacher Education (pp. 19–39). Peter Lang.Search in Google Scholar

Meier, G. S. (2017). The multilingual turn as a critical movement in education: Assumptions, challenges and a need for reflection. Applied Linguistics Review,8(1), 131–161. https://doi.org/10.1515/applirev-2016-2010Search in Google Scholar

Menken, K., & García, O. (2017). Language policy in classrooms and schools. In T. L. McCarty, & S. May (Eds.), Language Policy and Political Issues in Education (Encyclopedia of Language and Education, 3rd ed) (pp. 211–225). Springer.Search in Google Scholar

Otwinowska, A. (2014). Does multilingualism influence plurilingual awareness of Polish teachers of English? International Journal of Multilingualism, 11(1), 97–119. https://doi.org/10.1080/14790718.2013.820730Search in Google Scholar

Pajares, F. (1992). Teachers’ beliefs and educational research: Clearing up a messy construct. Review of Educational Research, 62(2), 307–332. https://doi.org/10.3102/00346543062003307Search in Google Scholar

Roselló, C., & Boix, E. (2005). El català, el castellà i l’anglès: tres llengües en joc: les ideologies lingüístiques dels estudiants de la Universitat de Barcelona. Treballs de Sociolingüística Catalana, 18, 189–208.Search in Google Scholar

Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024–1054. https://doi.org/10.1080/01419870701599465Search in Google Scholar

Yildiz, Y. (2012). Beyond the Mother Tongue: The Postmonolingual Condition. Fordham University Press.Search in Google Scholar

Recommended articles from Trend MD

Plan your remote conference with Sciendo