A3 Kirjan tai muun kokoomateoksen osa
Language policy, professional development and sustainability of multilingual approaches (2020)
Kirsch, C., Duarte, J., & Palviainen, Å. (2020). Language policy, professional development and sustainability of multilingual approaches. In C. Kirsch, & J. Duarte (Eds.), Multilingual Approaches for Teaching and Learning : From Acknowledging to Capitalising on Multilingualism in European Mainstream Education (pp. 186-203). Routledge. Routledge Research in Language Education. https://doi.org/10.4324/9780429059674-14
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Kirsch, Claudine; Duarte, Joana; Palviainen, Åsa
Emojulkaisu: Multilingual Approaches for Teaching and Learning : From Acknowledging to Capitalising on Multilingualism in European Mainstream Education
Emojulkaisun toimittajat: Kirsch, Claudine; Duarte, Joana
ISBN: 978-0-367-18135-2
eISBN: 978-0-429-05967-4
Lehti tai sarja: Routledge Research in Language Education
Julkaisuvuosi: 2020
Artikkelin sivunumerot: 186-203
Kirjan kokonaissivumäärä: 216
Kustantaja: Routledge
Kustannuspaikka: Abingdon
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.4324/9780429059674-14
Julkaisun avoin saatavuus: Ei avoin
Julkaisukanavan avoin saatavuus:
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/70592
Tiivistelmä
Policies and professional development which focusses on pedagogical skills, beliefs, and agency are essential to ensure the sustainability of multilingual teaching approaches. This chapter begins with an overview of research studies on language policies, teacher agency and beliefs with a focus on multilingual settings. The intertwining of policy and teaching practice is then illustrated by means of the Finnish case, demonstrating how recent ECEC policies advocating diversity and plurilingualism have gradually changed teacher beliefs. The second part of the chapter focuses on professional development (PD) in so far as it is able to support teachers in implementing policies, changing pedagogical practices, and amending beliefs. This section presents different pathways for professional learning and explores the effectiveness of various models of professional development. These observations are taken up in two empirical studies on teachers’ professional development within multilingual preschool classes in Luxembourg and primary schools in the Netherlands. The interview and observation data provided in the two contexts point to the centrality of teacher beliefs and agency in moving towards multilingual practices and sustainable change. Furthermore, it unveils the ways in which teachers’ beliefs, knowledge, and practices change over time, and how effective PD programmes can support teachers in interpreting policies and developing new practices.
YSO-asiasanat: monikielisyys; kieltenopetus; kieltenopettajat; ammatillinen kehitys; kielipolitiikka; sosiaalinen kestävyys
Liittyvät organisaatiot
Hankkeet, joissa julkaisu on tehty
- Språkliga uppfattningar och praktiker kring tvåspråkiga småbarn. Svensk/finska tvåspråkiga barn vid svenskspråkiga daghem i Finland
- Palviainen, Åsa
- Suomen Akatemia
OKM-raportointi: Kyllä
Raportointivuosi: 2020
JUFO-taso: 3