Monolingual practices confronting multilingual realities: Finnish teachers’ perceptions of linguistic diversity

A1 Journal article (refereed)


Internal Authors/Editors


Publication Details

List of Authors: Alisaari Jenni, Heikkola Leena Maria, Commins Nancy, Emmanuel Opoku Acquah
Publication year: 2019
Journal: Teaching and Teacher Education
Volume number: 80
Start page: 48
End page: 58


Abstract

This study examined Finnish teachers' (N = 820) beliefs related to multilingualism
and teaching multilingual Finnish language learners. Teachers' beliefs
were mainly positive. However, teachers did not always consider home
languages as learning resources. There were three categories of
multilingual ideologies: advocacy for, allowance and denial of
multilingualism in the classroom. Factors influencing the teachers’
beliefs were experience in teaching migrants, teaching area, training in
linguistically responsive teaching and language awareness. The results
indicate a need for professional development for all teachers to promote
a move away from maintaining monolingualism to advocating for
multilingualism to better reflect the realities of the classrooms.


Keywords

beliefs, Linguistically responsive teaching, Multilingualism, Translanguaging

Last updated on 2019-12-12 at 04:54