Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity
Jenni Alisaari, Department of Teacher Education, Finland ; Leena Maria Heikkola, The Center for Multilingualism in Society across the Lifespan at the University of Oslo, Norway ; Nancy Commins, School of Education and Human Development, United States ; Emmanuel O. Acquah, Faculty of Education and Welfare Studies, Finland
TATE Volume 80, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
Alisaari, J., Heikkola, L.M., Commins, N. & Acquah, E.O. (2019). Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity. Teaching and Teacher Education: An International Journal of Research and Studies, 80(1), 48-58. Elsevier Ltd.