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Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity
ARTICLE

, Department of Teacher Education, Finland ; , The Center for Multilingualism in Society across the Lifespan at the University of Oslo, Norway ; , School of Education and Human Development, United States ; , Faculty of Education and Welfare Studies, Finland

TATE Volume 80, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

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. Retrieved May 13, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on March 15, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2019.01.003

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