Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies
| Autor: | Karin van der Worp, Júlia Llompart, Sven Sierens, Nathalie Pepiot, Mari Bergroth, Tjaša Dražnik |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: |
ideological spaces
050101 languages & linguistics DIMENSIONS LANGUAGE IDEOLOGIES učitelj začetnik multilingualism Comparative case AGENCY Social Sciences multilingual pedagogies Mainstreaming udc:37.011.3-051:81 Languages and Literatures Education SCHOOLS PROGRAMS Political science BELIEFS Pedagogy Agency (sociology) media_common.cataloged_instance 0501 psychology and cognitive sciences KNOWLEDGE European Union European union Curriculum BILINGUAL EDUCATION media_common teacher education Bilingual education 05 social sciences linguistics 050301 education initial teacher education izobraževanje učiteljev Teacher education Steunpunt Diversiteit & Leren CURRICULUM etika linguistically sensitive teaching IMMERSION Organizational structure poučevanje 0503 education implementational spaces |
| Zdroj: | European educational research journal, vol. 21, no. 5, 2022. EUROPEAN EDUCATIONAL RESEARCH JOURNAL |
| ISSN: | 1474-9041 |
| Popis: | This study sought to explore the ideological and implementational spaces for mainstreaming multilingual pedagogies (MPs) in initial teacher education (ITE) policies and curricula across the European Union. The concept of linguistically sensitive teaching (LST) was used as a lens to examine inclusive, equity-centred MPs in ITE. A multi-sited comparative case study was conducted to collect data in nine locations. As a result, a general trend of ideological spaces was observed for MPs in language-in-education policies at the European and (sub)national levels. However, this ideological space was not always implemented in ITE. As a second result, explicit mentions of MPs and LST were identified in the ITE curricula of seven sites, and in each of the nine cases, a potential space for implementation was observed. As a third result we found that the greatest potential for opening implementational spaces for MPs lies in courses that aim to develop general pedagogical and sociolinguistic knowledge as well as professional beliefs in future teachers. In conclusion, we contend that the linguistic ecology and the organisational structure of education systems (decentralisation) are factors that help explain the successful mainstreaming of MPs in ITE institutions. |
| Databáze: | OpenAIRE |
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