Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice. (September 2021)

• Record Type: Journal Article
• Authors: Lorenz, Eliane; Krulatz, Anna; Torgersen, Eivind Nessa
• Is Part Of: Teaching and teacher education. Volume 105(2021)
• Publication Date: 2021-09
• Subjects: English as an additional language (EAL) -- Multilingualism -- Multilingual approaches in education -- Teacher beliefs -- Professional development -- Teaching practices; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2021.103428
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This study investigated the impact of professional development on teacher beliefs and practices in linguistically heterogeneous EAL classrooms. Structured classroom observations and semi-structured interviews were used to assess the progress of three EAL teachers at a Norwegian primary school who participated in monthly professional development workshops. The longitudinal findings suggest that although the teachers developed positive beliefs about multilingualism and multilingually-oriented education, they tended to persist in monolingual teaching practices, did not acknowledge linguistic and cultural diversity in the classroom, and failed to employ multilingual teaching strategies systematically. Highlights: Monthly professional development (PD) with in-service English teachers in Norway. Teachers hold positive views of multilingually-oriented education. Participation in PD can heighten sensitivity towards multilingual students. Monolingual teaching practices continue to dominate linguistically diverse classrooms.