Pre-service teachers’ beliefs about multilingualism in school: an evaluation of a course concept for introducing linguistically responsive teaching

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Pre-service teachers’ beliefs about multilingualism in school: an evaluation of a course concept for introducing linguistically responsive teaching. / Fischer, Nele; Lahmann, Cornelia.
in: Language Awareness, Jahrgang 29, Nr. 2, 06.2020, S. 114-133.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{8b49a28df31842ab895d793bab64abb5,
title = "Pre-service teachers{\textquoteright} beliefs about multilingualism in school: an evaluation of a course concept for introducing linguistically responsive teaching",
abstract = "The present study looks at pre-service teachers{\textquoteright} beliefs about multilingualism in school and to what extent these can be influenced. It is based on the pre- and post-test evaluation of a seminar concept promoting linguistically responsive teaching, which was tested with N = 27 pre-­service teachers in Germany during the course of one semester. The evaluation was conducted using the DaZKom-beliefs survey, which measures pre-service teachers{\textquoteright} beliefs about (1) Linguistic Responsiveness, (2) Responsibility for Language Facilitation, and (3) Valuing Multilingualism in a linguistically heterogeneous classroom. The study concentrates on the following questions: Does the course on linguistically responsive teaching have an effect on pre-service teachers{\textquoteright} beliefs towards multilingualism in school? Do the scales reflect the course structure and its contents? The results suggest that the course had a positive impact on pre-service teachers{\textquoteright} beliefs particularly with respect to the two scales (2) Responsibility for Language Facilitation and (3) Valuing Multilingualism that correspond closely with the course contents. The overall effect including all scales was highly significant. These findings provide further insight for teacher training programs as to if and how far it is possible to influence beliefs by means of targeted learning opportunities.",
keywords = "Beliefs, linguistically responsive teaching, multilingual students, multilingualism, teacher education, teacher professionalization, Educational science",
author = "Nele Fischer and Cornelia Lahmann",
year = "2020",
month = jun,
doi = "10.1080/09658416.2020.1737706",
language = "English",
volume = "29",
pages = "114--133",
journal = "Language Awareness",
issn = "0965-8416",
publisher = "Routledge Taylor & Francis Group",
number = "2",

}

RIS

TY - JOUR

T1 - Pre-service teachers’ beliefs about multilingualism in school

T2 - an evaluation of a course concept for introducing linguistically responsive teaching

AU - Fischer, Nele

AU - Lahmann, Cornelia

PY - 2020/6

Y1 - 2020/6

N2 - The present study looks at pre-service teachers’ beliefs about multilingualism in school and to what extent these can be influenced. It is based on the pre- and post-test evaluation of a seminar concept promoting linguistically responsive teaching, which was tested with N = 27 pre-­service teachers in Germany during the course of one semester. The evaluation was conducted using the DaZKom-beliefs survey, which measures pre-service teachers’ beliefs about (1) Linguistic Responsiveness, (2) Responsibility for Language Facilitation, and (3) Valuing Multilingualism in a linguistically heterogeneous classroom. The study concentrates on the following questions: Does the course on linguistically responsive teaching have an effect on pre-service teachers’ beliefs towards multilingualism in school? Do the scales reflect the course structure and its contents? The results suggest that the course had a positive impact on pre-service teachers’ beliefs particularly with respect to the two scales (2) Responsibility for Language Facilitation and (3) Valuing Multilingualism that correspond closely with the course contents. The overall effect including all scales was highly significant. These findings provide further insight for teacher training programs as to if and how far it is possible to influence beliefs by means of targeted learning opportunities.

AB - The present study looks at pre-service teachers’ beliefs about multilingualism in school and to what extent these can be influenced. It is based on the pre- and post-test evaluation of a seminar concept promoting linguistically responsive teaching, which was tested with N = 27 pre-­service teachers in Germany during the course of one semester. The evaluation was conducted using the DaZKom-beliefs survey, which measures pre-service teachers’ beliefs about (1) Linguistic Responsiveness, (2) Responsibility for Language Facilitation, and (3) Valuing Multilingualism in a linguistically heterogeneous classroom. The study concentrates on the following questions: Does the course on linguistically responsive teaching have an effect on pre-service teachers’ beliefs towards multilingualism in school? Do the scales reflect the course structure and its contents? The results suggest that the course had a positive impact on pre-service teachers’ beliefs particularly with respect to the two scales (2) Responsibility for Language Facilitation and (3) Valuing Multilingualism that correspond closely with the course contents. The overall effect including all scales was highly significant. These findings provide further insight for teacher training programs as to if and how far it is possible to influence beliefs by means of targeted learning opportunities.

KW - Beliefs

KW - linguistically responsive teaching

KW - multilingual students

KW - multilingualism

KW - teacher education

KW - teacher professionalization

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85081369366&partnerID=8YFLogxK

U2 - 10.1080/09658416.2020.1737706

DO - 10.1080/09658416.2020.1737706

M3 - Journal articles

AN - SCOPUS:85081369366

VL - 29

SP - 114

EP - 133

JO - Language Awareness

JF - Language Awareness

SN - 0965-8416

IS - 2

ER -

DOI