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Developing and validating a questionnaire to map teacher beliefs and practices relating to multilingualism
Karlstad University.
Lund University.
Lund University.ORCID iD: 0000-0002-8686-9959
Lund University.
2018 (English)In: ASLA-symposiet 2018 : Abstraktsamling: The ASLA Symposium 2018 : Book of Abstracts, Association suédoise de linguistique appliquée , 2018, p. 87-87Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Teachers’ and policy makers’ beliefs/ideologies are known to have considerable influ- ence on teaching practices (Cummins 2017). In Sweden’s current policy documents for English, monolingual teaching practices (‘English Only’) have strong ideological sup- port (cf. Skolverket 2011). A large-scale study (Skolinspektionen 2011) has shown that a bilingual, English-Swedish classroom language policy often emerges, however. With the current increase in students with a non-Swedish-speaking background, new beliefs and practices may emerge among teachers who teach English in language-diverse class- rooms, however. In such contexts, the English Only ideology may become even further entrenched since Swedish cannot be drawn on as a common background language (cf. Lundahl 2012). Alternatively, teachers may become influenced by the translanguaging ideology (García & Wei 2014), reconsider English Only and start drawing on multilin- gual students’ background languages as well as Swedish. In order to map in-service teachers’ beliefs and practices related to English Language Teaching (ELT) in language- diverse classrooms, a questionnaire was developed and administered online in 2017 to a random sample of English teachers in years 6-9 across Sweden. In this paper, we de- scribe how the questionnaire was designed, piloted and validated. Drawing on best prac- tice for the construction and use of questionnaires (Dörnyei & Taguchi 2010), we ac- count for the development of a pilot version, and discuss fundamental considerations in this process, such as construct definitions and operationalisations, validity and reliabil- ity, scale and item formats, and practical and theoretical challenges. The validation pro- cess included the use of raters for matching questions with targeted underlying con- structs, of an expert for advice on specific aspects, and an analysis of responses from a pilot administration of the instrument with teachers (N = 23) from the intended target population. The questionnaire will be made available to other researchers as a tool for capturing teacher beliefs about ELT in multilingual settings.

Place, publisher, year, edition, pages
Association suédoise de linguistique appliquée , 2018. p. 87-87
National Category
Languages and Literature
Research subject
Humanities
Identifiers
URN: urn:nbn:se:lnu:diva-72859OAI: oai:DiVA.org:lnu-72859DiVA, id: diva2:1197886
Conference
The ASLA Symposium 2018
Funder
Swedish Research CouncilAvailable from: 2018-04-15 Created: 2018-04-15 Last updated: 2018-06-19Bibliographically approved

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Källkvist, Marie

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • 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