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“One used to think that it was more difficult for children with several languages, but it is actually the opposite”: A study of teachers’ attitudes, beliefs and knowledge of multilingualism
Dalarna University, School of Humanities and Media Studies, English. (Utbildning och Lärande)ORCID iD: 0000-0002-9024-330X
Linnaeus University.
Karlstad University.
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Pre-primary and primary educational settings are changing because of increased migration and mobility, with many classrooms characterized by considerable linguistic diversity. This heterogeneity poses challenges in particular to inclusive education: that is, the aim of offering quality education for all while also respecting diversity as well as different needs, abilities, characteristics and learning expectations. Pre-primary and primary teachers’ attitudes, beliefs and knowledge (ABK) of multilingualism are critical factors to achieving inclusive education. Teacher cognition addresses the interplay between teachers’ ABK and the pedagogical and language developing practices in schools and classrooms. Four major factors have previously been identified to interactively shape and be shaped by teacher cognition: teachers’ own schooling experience, teacher education, contextual factors such as the organization of education, and classroom practices. With these factors in mind, our study addresses multilingualism, teacher cognition and inclusive education in Sweden, offering an empirical investigation of pre-primary and primary teachers’ attitudes, beliefs and knowledge of multilingualism. We employ a mixed-methods approach (semi-structured interviews and large-scale online survey), studying which factors correlate with these.

 

In this presentation, we offer an overview of our larger ongoing project, before moving to preliminary results from the first interviews with pre-primary and primary teachers from varied school demographics. Our focus is on their experiences with multilingualism in the classroom as well as their insights from their own backgrounds and teacher training. Our results are expected to generate new understandings of teachers’ perceptions of classroom diversity and of children who speak languages in addition to Swedish, as well as how these perceptions are shaped and how they influence classroom practices. Thus, our study will contribute to the theoretical perspectives of teacher cognition and inclusive education, as well as offer insights to researchers and educators beyond the Swedish context.

 

Place, publisher, year, edition, pages
2019.
National Category
Educational Sciences
Research subject
Research Profiles 2009-2020, Education and Learning
Identifiers
URN: urn:nbn:se:du-31487OAI: oai:DiVA.org:du-31487DiVA, id: diva2:1381880
Conference
2nd International Conference on Bilingualism from 25 to 27 March 2019 at the Valletta campus of the University
Available from: 2019-12-29 Created: 2019-12-29 Last updated: 2021-11-12Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

https://www.um.edu.mt/events/bilingualism2019

Authority records

Paulsrud, BethAnne

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf