Teaching and learning in a multilingual Europe

Autor(en)

J. E. Dockrell, T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, S. Seifert, B. Gasteiger-Klicpera, A. Ralli, I. Dimakos, S. Karpava, M Martins, O. Sousa, S. Castro, H. B. Søndergaard Knudsen, P. Donau, B. Haznedar, M. Mikulajová, N. Gerdzhikova

Abstrakt

School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.

Organisation(en)

Externe Organisation(en)

University College London, University of Cyprus, University of Malta, Liverpool Hope University, Universitat Autònoma de Barcelona , National & Kapodistrian University of Athens, University of Patras, Universidade de Lisboa, Universidade do Porto, Aalborg University (AAU), Boğaziçi University (BU), Univerzita Komenského v Bratislave, Paisii Hilendarski University of Plovdiv, ISCTE - Instituto Universitário de Lisboa, Pädagogische Hochschule Steiermark, Karl-Franzens-Universität Graz

Journal

European Journal of Psychology of Education

Band

37

Seiten

293-320

Anzahl der Seiten

28

ISSN

0256-2928

DOI

https://doi.org/10.1007/s10212-020-00523-z

Publikationsdatum

06-2022

Peer-reviewed

Ja

ÖFOS 2012

503001 Allgemeine Pädagogik, 503007 Didaktik

Schlagwörter

ASJC Scopus Sachgebiete

Education, Developmental and Educational Psychology

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/8269c200-e31d-4394-ad0e-f8225c41200d