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 toimittajatKirsch, Claudine; Duarte, Joana; Palviainen, Åsa

EmojulkaisuMultilingual Approaches for Teaching and Learning : From Acknowledging to Capitalising on Multilingualism in European Mainstream Education

Emojulkaisun toimittajatKirsch, Claudine; Duarte, Joana

ISBN978-0-367-18135-2

eISBN978-0-429-05967-4

Lehti tai sarjaRoutledge Research in Language Education

Julkaisuvuosi2020

Artikkelin sivunumerot186-203

Kirjan kokonaissivumäärä216

KustantajaRoutledge

KustannuspaikkaAbingdon

JulkaisumaaBritannia

Julkaisun kielienglanti

DOIhttps://doi.org/10.4324/9780429059674-14

Julkaisun avoin saatavuusEi 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-asiasanatmonikielisyyskieltenopetuskieltenopettajatammatillinen kehityskielipolitiikkasosiaalinen kestävyys


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Hankkeet, joissa julkaisu on tehty


OKM-raportointiKyllä

Raportointivuosi2020

JUFO-taso3


Viimeisin päivitys 2024-11-03 klo 14:27