Teaching and learning in a multilingual Europe: findings from a cross-European study
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Outros Autores: | , , , , , , , , , , , , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.21/14746 |
Resumo: | School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed. |
id |
RCAP_230329edcec883f873e663795a8d6a1e |
---|---|
oai_identifier_str |
oai:repositorio.ipl.pt:10400.21/14746 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
spelling |
Teaching and learning in a multilingual Europe: findings from a cross-European studyTeachingLearningSchoolsMultilingualismEuropeSchool classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.RCIPLDockrell, J. E.Papadopoulos, T. C.Mifsud, C. L.Bourke, L.Vilageliu, O.Bešić, E.Seifert, S.Gasteiger-Klicpera, B.Ralli, A.Dimakos, I.Karpava, S.Martins, M.Sousa, OtíliaCastro, S.Søndergaard Knudsen, H. B.Donau, P.Haznedar, B.Mikulajová, M.Gerdzhikova, N.20212030-01-01T00:00:00Z2021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.21/14746engDockrell, J.E., Papadopoulos, T.C., Mifsud, C.L. et al. Teaching and learning in a multilingual Europe: findings from a cross-European study. Eur J Psychol Educ 37, 293–320 (2022). https://doi.org/10.1007/s10212-020-00523-z10.1007/s10212-020-00523-zinfo:eu-repo/semantics/embargoedAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-08-03T10:11:20Zoai:repositorio.ipl.pt:10400.21/14746Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:22:29.917941Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Teaching and learning in a multilingual Europe: findings from a cross-European study |
title |
Teaching and learning in a multilingual Europe: findings from a cross-European study |
spellingShingle |
Teaching and learning in a multilingual Europe: findings from a cross-European study Dockrell, J. E. Teaching Learning Schools Multilingualism Europe |
title_short |
Teaching and learning in a multilingual Europe: findings from a cross-European study |
title_full |
Teaching and learning in a multilingual Europe: findings from a cross-European study |
title_fullStr |
Teaching and learning in a multilingual Europe: findings from a cross-European study |
title_full_unstemmed |
Teaching and learning in a multilingual Europe: findings from a cross-European study |
title_sort |
Teaching and learning in a multilingual Europe: findings from a cross-European study |
author |
Dockrell, J. E. |
author_facet |
Dockrell, J. E. Papadopoulos, T. C. Mifsud, C. L. Bourke, L. Vilageliu, O. Bešić, E. Seifert, S. Gasteiger-Klicpera, B. Ralli, A. Dimakos, I. Karpava, S. Martins, M. Sousa, Otília Castro, S. Søndergaard Knudsen, H. B. Donau, P. Haznedar, B. Mikulajová, M. Gerdzhikova, N. |
author_role |
author |
author2 |
Papadopoulos, T. C. Mifsud, C. L. Bourke, L. Vilageliu, O. Bešić, E. Seifert, S. Gasteiger-Klicpera, B. Ralli, A. Dimakos, I. Karpava, S. Martins, M. Sousa, Otília Castro, S. Søndergaard Knudsen, H. B. Donau, P. Haznedar, B. Mikulajová, M. Gerdzhikova, N. |
author2_role |
author author author author author author author author author author author author author author author author author author |
dc.contributor.none.fl_str_mv |
RCIPL |
dc.contributor.author.fl_str_mv |
Dockrell, J. E. Papadopoulos, T. C. Mifsud, C. L. Bourke, L. Vilageliu, O. Bešić, E. Seifert, S. Gasteiger-Klicpera, B. Ralli, A. Dimakos, I. Karpava, S. Martins, M. Sousa, Otília Castro, S. Søndergaard Knudsen, H. B. Donau, P. Haznedar, B. Mikulajová, M. Gerdzhikova, N. |
dc.subject.por.fl_str_mv |
Teaching Learning Schools Multilingualism Europe |
topic |
Teaching Learning Schools Multilingualism Europe |
description |
School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021 2021-01-01T00:00:00Z 2030-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.21/14746 |
url |
http://hdl.handle.net/10400.21/14746 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Dockrell, J.E., Papadopoulos, T.C., Mifsud, C.L. et al. Teaching and learning in a multilingual Europe: findings from a cross-European study. Eur J Psychol Educ 37, 293–320 (2022). https://doi.org/10.1007/s10212-020-00523-z 10.1007/s10212-020-00523-z |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/embargoedAccess |
eu_rights_str_mv |
embargoedAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
_version_ |
1799133497455017984 |