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Teacher Beliefs and Practices: Multilingualism in English Classrooms
Karlstad University, Sweden.
Lund University, Sweden.
Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Lund University, Sweden.ORCID iD: 0000-0002-8686-9959
Karlstad University, Sweden.
2018 (English)In: Exploring Language Education (ELE): Global and Local Perspectives, Stockholm: Stockholm University, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Recent statistics on language diversity among pupils in Swedish secondary school classrooms show that 24% have another L1 than Swedish. Thus, classrooms are multilingual spaces. In the English subject, an 'English Only' ideology dominates, where classrooms are exclusively English-medium, an ideology endorsed by educational policy, agencies like the Swedish Schools Inspectorate, and teacher educators (Källkvist, Gyllstad, Sandlund & Sundqvist, in press). However, there is no clear empirical evidence supporting such an ideology, and recently an 'English Mainly' alternative has been suggested (Corcoll López & González-Davies, 2016). Still, a best practice remains unexplored. The project presented here is aimed at  researching ideology and best practice in language-diverse English classrooms.

For the purpose of mapping teacher beliefs and practices relating to the use of English and other languages in English classrooms, a questionnaire aimed at targeting 6 relevant constructs was created and administered to a stratified, random sample of English teachers in years 6-9 across Sweden. Based on responses from 139 teachers (response rate: 43 %), results show that 66 % harbour beliefs that align with an 'English Only' ideology. Although 98 % report a general, positive outlook on multilingualism, 16-22 % state that multilingualism is a problem in either their school or teaching of English. Whereas 45 % reported that they often talk about how to teach in multilingual classrooms, only 15 % had received specific training by their employers. Implications of these and other results are discussed, together with the reliability and validity of the questionnaire itself as a measure of the targeted beliefs and practices.

Place, publisher, year, edition, pages
Stockholm: Stockholm University, 2018.
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-78392OAI: oai:DiVA.org:lnu-78392DiVA, id: diva2:1257498
Conference
Exploring Language Education (ELE) : Global and Local Perspectives
Funder
Swedish Research Council, VR-UVK 2016-03469Available from: 2018-10-21 Created: 2018-10-21 Last updated: 2019-04-09Bibliographically 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