Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies

Bergroth, Mari (avtor), Llompart, Júlia (avtor), Pepiot, Nathalie (avtor), van der Worp, Karin (avtor), Dražnik, Tjaša (avtor), Sierens, Sven (avtor)

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.

• Jezik: Angleški jezik
• Ključne besede: teacher education, linguistics, initial teacher education, multilingual pedagogies, linguistically sensitive teaching, ideological spaces, implementational spaces, European Union
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: PEF - Pedagoška fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Leto izida: 2022
• Št. strani: Str. 801–821
• Številčenje: Vol. 21, iss. 5
• PID: 20.500.12556/RUL-141455
• UDK: 37.011.3-051:81
• ISSN pri članku: 1474-9041
• DOI: 10.1177/14749041211012500
• COBISS.SI-ID: 62396931
• Datum objave v RUL: 29.09.2022

Gradivo je del revije

• Naslov: European educational research journal
• Skrajšan naslov: EERJ
• Založnik: SAGE, European Educational Research Association
• ISSN: 1474-9041
• COBISS.SI-ID: 7918921

Licence

• Licenca: CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by/4.0/deed.sl
• Opis: To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: izobraževanje učiteljev, etika, poučevanje, učitelj začetnik

Projekti

• Financer: EC - European Commission
• Program financ.: ERASMUS+, Key Action 3 – Support for Policy Reform – Policy Experimentations
• Številka projekta: 606695-EPP-1-2018-2-FI-EPPKA3-PI-POLICY
• Naslov: Linguistically Sensitive Teaching in All Classrooms
• Akronim: LISTIAC