Teaching in multilingual classrooms: strategies from a case study in Portugal

Detalhes bibliográficos
Autor(a) principal: Szelei,Nikolett
Data de Publicação: 2021
Outros Autores: Pinho,Ana Sofia, Tinoca,Luís Alexandre da Fonseca
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista Brasileira de Educação (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-24782021000100225
Resumo: ABSTRACT This study examined teaching practices developed by teachers to respond to linguistic diversity in a Portuguese case study. We analysed the position that students’ languages received in the classroom, and what these practices revealed about teachers’ awareness of multilingual pedagogies, a step to social justice. Three main strategies emerged: promoting Portuguese without involving students’ languages, using a common language (English) as lingua franca, using students’ languages. These strategies appeared in a dynamic way as teachers tried to satisfy the aims of developing the language of schooling, communicating with students and valuing students’ linguistic identities. Prioritising Portuguese language dominated, and the strategies were enacted through monolingual views, indicating little awareness of multilingual pedagogies. Thus, the need to support teachers in transforming practices in multilingual classrooms is emphasised.
id EAA-1_b90681f22f18f66551c0fafd4b74c1b9
oai_identifier_str oai:scielo:S1413-24782021000100225
network_acronym_str EAA-1
network_name_str Revista Brasileira de Educação (Online)
repository_id_str
spelling Teaching in multilingual classrooms: strategies from a case study in Portugalmultilingualismlinguistic diversitypedagogyteachers, classroom practicesABSTRACT This study examined teaching practices developed by teachers to respond to linguistic diversity in a Portuguese case study. We analysed the position that students’ languages received in the classroom, and what these practices revealed about teachers’ awareness of multilingual pedagogies, a step to social justice. Three main strategies emerged: promoting Portuguese without involving students’ languages, using a common language (English) as lingua franca, using students’ languages. These strategies appeared in a dynamic way as teachers tried to satisfy the aims of developing the language of schooling, communicating with students and valuing students’ linguistic identities. Prioritising Portuguese language dominated, and the strategies were enacted through monolingual views, indicating little awareness of multilingual pedagogies. Thus, the need to support teachers in transforming practices in multilingual classrooms is emphasised.ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação2021-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-24782021000100225Revista Brasileira de Educação v.26 2021reponame:Revista Brasileira de Educação (Online)instname:Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd)instacron:EAA10.1590/s1413-24782021260038info:eu-repo/semantics/openAccessSzelei,NikolettPinho,Ana SofiaTinoca,Luís Alexandre da Fonsecaeng2021-06-15T00:00:00Zoai:scielo:S1413-24782021000100225Revistahttp://www.anped.org.br/site/rbehttps://old.scielo.br/oai/scielo-oai.php||rbe@anped.org.br1809-449X1413-2478opendoar:2021-06-15T00:00Revista Brasileira de Educação (Online) - Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd)false
dc.title.none.fl_str_mv Teaching in multilingual classrooms: strategies from a case study in Portugal
title Teaching in multilingual classrooms: strategies from a case study in Portugal
spellingShingle Teaching in multilingual classrooms: strategies from a case study in Portugal
Szelei,Nikolett
multilingualism
linguistic diversity
pedagogy
teachers, classroom practices
title_short Teaching in multilingual classrooms: strategies from a case study in Portugal
title_full Teaching in multilingual classrooms: strategies from a case study in Portugal
title_fullStr Teaching in multilingual classrooms: strategies from a case study in Portugal
title_full_unstemmed Teaching in multilingual classrooms: strategies from a case study in Portugal
title_sort Teaching in multilingual classrooms: strategies from a case study in Portugal
author Szelei,Nikolett
author_facet Szelei,Nikolett
Pinho,Ana Sofia
Tinoca,Luís Alexandre da Fonseca
author_role author
author2 Pinho,Ana Sofia
Tinoca,Luís Alexandre da Fonseca
author2_role author
author
dc.contributor.author.fl_str_mv Szelei,Nikolett
Pinho,Ana Sofia
Tinoca,Luís Alexandre da Fonseca
dc.subject.por.fl_str_mv multilingualism
linguistic diversity
pedagogy
teachers, classroom practices
topic multilingualism
linguistic diversity
pedagogy
teachers, classroom practices
description ABSTRACT This study examined teaching practices developed by teachers to respond to linguistic diversity in a Portuguese case study. We analysed the position that students’ languages received in the classroom, and what these practices revealed about teachers’ awareness of multilingual pedagogies, a step to social justice. Three main strategies emerged: promoting Portuguese without involving students’ languages, using a common language (English) as lingua franca, using students’ languages. These strategies appeared in a dynamic way as teachers tried to satisfy the aims of developing the language of schooling, communicating with students and valuing students’ linguistic identities. Prioritising Portuguese language dominated, and the strategies were enacted through monolingual views, indicating little awareness of multilingual pedagogies. Thus, the need to support teachers in transforming practices in multilingual classrooms is emphasised.
publishDate 2021
dc.date.none.fl_str_mv 2021-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-24782021000100225
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-24782021000100225
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/s1413-24782021260038
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação
publisher.none.fl_str_mv ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação
dc.source.none.fl_str_mv Revista Brasileira de Educação v.26 2021
reponame:Revista Brasileira de Educação (Online)
instname:Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd)
instacron:EAA
instname_str Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd)
instacron_str EAA
institution EAA
reponame_str Revista Brasileira de Educação (Online)
collection Revista Brasileira de Educação (Online)
repository.name.fl_str_mv Revista Brasileira de Educação (Online) - Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd)
repository.mail.fl_str_mv ||rbe@anped.org.br
_version_ 1754122493175529472

Registros relacionados