Teachers’ beliefs concerning teaching multilingual learners: a cross-cultural comparison between the US and Germany
Research output: Journal contributions › Journal articles › Research
Standard
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.Research output: Journal contributions › Journal articles › Research
Harvard
APA
Vancouver
Bibtex
}
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 -