Teachers’ beliefs concerning teaching multilingual learners: a cross-cultural comparison between the US and Germany

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Teachers’ beliefs concerning teaching multilingual learners: a cross-cultural comparison between the US and Germany. / Hammer, Svenja; Viesca, Kara Mitchell ; Ehmke, Timo et al.
In: Research in Teacher Education, Vol. 8, No. 2, 11.2018, p. 6-10.

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@article{81d9680be9414444a834299e678f1d7a,
title = "Teachers{\textquoteright} beliefs concerning teaching multilingual learners: a cross-cultural comparison between the US and Germany",
abstract = "We analysed the beliefs about multilingualism in school of in-service teachers from the US (n = 60) and Germany (n = 65), utilising a survey originally developed in German that was translated and adapted into English. Results show that teachers from both samples, on average, strongly agree that a person{\textquoteright}s identity is connected to their language and culture. However, we found significant differences in scale mean values between US teachers and German teachers concerning their beliefs about (1) the interconnected nature of language with culture and identity, (2) language demand in content classrooms, (3) responsibility for language teaching, and (4) valuing multilingualism. Our results provide insight into cross-cultural differences between German and US teachers{\textquoteright} beliefs, as well as a strong instrument in two languages to measure teachers{\textquoteright} beliefs about multilingualism in schools",
keywords = "Empirical education research",
author = "Svenja Hammer and Viesca, {Kara Mitchell} and Timo Ehmke and Heinz, {Brandon Ernest}",
year = "2018",
month = nov,
language = "English",
volume = "8",
pages = "6--10",
journal = "Research in Teacher Education",
issn = "2046-1240",
publisher = "University of East London",
number = "2",

}

RIS

TY - JOUR

T1 - Teachers’ beliefs concerning teaching multilingual learners

T2 - a cross-cultural comparison between the US and Germany

AU - Hammer, Svenja

AU - Viesca, Kara Mitchell

AU - Ehmke, Timo

AU - Heinz, Brandon Ernest

PY - 2018/11

Y1 - 2018/11

N2 - We analysed the beliefs about multilingualism in school of in-service teachers from the US (n = 60) and Germany (n = 65), utilising a survey originally developed in German that was translated and adapted into English. Results show that teachers from both samples, on average, strongly agree that a person’s identity is connected to their language and culture. However, we found significant differences in scale mean values between US teachers and German teachers concerning their beliefs about (1) the interconnected nature of language with culture and identity, (2) language demand in content classrooms, (3) responsibility for language teaching, and (4) valuing multilingualism. Our results provide insight into cross-cultural differences between German and US teachers’ beliefs, as well as a strong instrument in two languages to measure teachers’ beliefs about multilingualism in schools

AB - We analysed the beliefs about multilingualism in school of in-service teachers from the US (n = 60) and Germany (n = 65), utilising a survey originally developed in German that was translated and adapted into English. Results show that teachers from both samples, on average, strongly agree that a person’s identity is connected to their language and culture. However, we found significant differences in scale mean values between US teachers and German teachers concerning their beliefs about (1) the interconnected nature of language with culture and identity, (2) language demand in content classrooms, (3) responsibility for language teaching, and (4) valuing multilingualism. Our results provide insight into cross-cultural differences between German and US teachers’ beliefs, as well as a strong instrument in two languages to measure teachers’ beliefs about multilingualism in schools

KW - Empirical education research

UR - https://www.uel.ac.uk/-/media/rite/rite-nov-2018/rite-november-18-hammer-et-al-pp-610.ashx

M3 - Journal articles

VL - 8

SP - 6

EP - 10

JO - Research in Teacher Education

JF - Research in Teacher Education

SN - 2046-1240

IS - 2

ER -