Monolingual ideologies confronting multilingual realities. Finnish teachers' beliefs about linguistic diversity. (April 2019)

• Record Type: Journal Article
• Authors: Alisaari, Jenni; Heikkola, Leena Maria; Commins, Nancy; Acquah, Emmanuel O.
• Is Part Of: Teaching and teacher education. Volume 80(2019)
• Page Start: 48
• Page End: 58
• Publication Date: 2019-04
• Subjects: Multilingualism -- Translanguaging -- Linguistically responsive teaching -- Beliefs; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2019.01.003
• Languages: English
• ISSNs: 0742-051X

Abstract

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. Highlights: Teachers' beliefs regarding multilingualism were mainly positive. Many teachers' beliefs reflected monolingual ideologies. Teachers' ideologies related to multilingualism were advocacy, allowance and denial. Experience in teaching migrants and teaching area influenced teachers' beliefs. Training in language awareness and strategies influence beliefs positively.