Session Information
31 SES 13 A, Teachers' Beliefs about Multilingualism in Schools
Symposium
Contribution
Theoretical background and aims In a world that is becoming more and more linguistically and culturally diverse, teachers need more knowledge about how language affects learning and teaching. In a response to this growing diversity, the new Finnish core curricula (National Agency for Education, 2014) requires all teachers to be language teachers. In the present study, we investigate the beliefs subject-teacher candidates have about linguistically responsive teaching (cf., Lucas & Villegas, 2013). Methodology The data were collected via an online survey in class during the first weeks of a year-long study program in pedagogy. Of the teacher candidates (N=58; female 71%, male 29%), 49% specialized in Finnish language, 41% in natural science, and 10% in religion studies. To describe the teacher candidates’ beliefs, we first looked at the frequencies of Likert scale answers to 35 statements (1–5: 1= I agree completely, 2= I agree, 3= I do not agree, 4= I do not agree completely, 5= I cannot say). Secondly, we examined whether the subject-teacher candidate groups differed in their beliefs by using one-way ANOVAs. Results Teacher candidates had the most knowledge about the following statements: It is important for the teacher to examine one’s own attitudes and beliefs; Language is an important aspect of one’s identity, and Social interaction in real communication situations support learning Finnish. The Finnish language teacher candidates had more positive beliefs than the natural science group, and the religious study group had more positive beliefs than the Finnish language group, in one statement: It is important for teachers to ask migrant language learners questions about their home language. On two statements, the future Finnish teachers had more positive beliefs than the future natural science teachers: Language and culture are independent of each other, and Language is a minor aspect of one’s identity. Conclusions Our results suggest that Finnish subject teacher candidates have positive beliefs on language and identity being intertwined, learning language in social interaction, and teachers being aware of their own attitudes and beliefs. However, the teacher candidates lacked positive beliefs regarding the importance of home languages in language learning, and that learning a language can vary between students. When comparing the different subject-teacher groups, the Finnish language teacher candidates had somewhat higher levels of positive beliefs regarding linguistically responsive teaching compared to the natural science teacher candidates.
References
Alisaari, J., Heikkola, L. M. & Acquah, E. (forthcoming). Kielitietoisuutta vai empatiaa? Opettajien käsityksiä toisen kielen oppimisesta (Linguistic responsiveness or empathy? Teacher's beliefs about second language learning). Kasvatus – The Finnish Journal of Education. Lucas, T. & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory into Practice, 52, 98-109. National Agency of Education (2014). Finnish Core Curriculum. http://www.oph.fi/saadokset_ja_ohjeet/opetussuunnitelmien_ja_tutkintojen_perusteet/perusopetus
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