07 SES 14 B, Social Justice through Multilingual Education in Complementary Schools? – Recent studies on teachers’ perspectives from Europe and Canada (Part 2)
Symposium continued from 07 SES 13 B
Complementary schools are described as institutions that potentially provide an alternative and multilingual safe space for institutional bilingualism (Creese & Blackledge, 2010; García, Zakhariah & Otcu, 2013). Based on this assumption, we selected Greek complementary schools in Montreal as one of several research fields within the project ‘Migration-Related Multilingualism and Pedagogical Professionalism’ (for details on the design of this internationally comparative ethnographic project, see Panagiotopoulou & Rosen, 2015). Following a grounded theory analysis (Charmaz, 2014), we will present results from four interviews with multilingual teachers. These ‘theory-generating’ expert interviews (Bogner & Menz, 2005) were conducted in 2014. We will focus on the following questions: Do these multilingual teachers hold monoglossic views on multilingualism or a heteroglossic position? And what do they report on how they enact these views in their teaching practice? The results are discussed with regard to the professionalization of teachers in multilingual and migration contexts. Even though all four teachers lead multilingual lives, according to their self-reports, the ways they handle their own and their students’ multilingualism vary greatly. For instance, what has emerged as a particularly interesting result is the fact that teachers with the least academic preparation tend to have the most dynamic views on multilingualism (see also Panagiotopoulou, Rosen & García, 2017).
Bogner, A. & Menz, W. (2005). Das theoriegenerierende Experteninterview. Erkenntnisinteresse, Wissensformen, Interaktion. In A. Bogner, B. Littig & W. Menz (Eds.), Das Experteninterview. Theorie, Methode, Anwendung (2nd ed., pp. 33-70). Wiesbaden: Springer VS Verlag. Charmaz, K. (2014). Constructing Grounded Theory (2nd ed.). Los Angeles: Sage Publishing. Creese, A. & Blackledge A. (2010). Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? The Modern Language Journal, 94, 103-115. García, O., Zakharia, Z. & Otcu, B. (Eds.). (2013). Bilingual community education and multilingualism: Beyond heritage languages in a global city. Bristol: Multilingual Matters. Panagiotopoulou, A. & Rosen, L. (2015). Professionalism and multilingualism in Greece and Canada: An international comparison of (minority) teachers’ views on linguistic diversity and language practices in monolingual vs. multilingual educational systems. Tertium Comparationis. Journal für International und Interkulturell Vergleichende Erziehungswissenschaft, 21(2), 225-250. Panagiotopoulou, A., Rosen, L. & García, O. (forthcoming 2017). Language Teachers' Ideologies in a Complementary Greek School in Montreal - Heteroglossia and Teaching. In P. Trifonas & T. Aravossitas (Eds.), Handbook of Research and Practice in Heritage Language Education. Wiesbaden: Springer VS Verlag.
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