In this paper Suzanne, Joana and Linde will show how project 3M addresses the issue of attitudes in order to reshape education for pupils in the multilingual province of Fryslân, the Netherlands. As teachers are one of the most important agents in facilitating multilingualism in primary school-aged pupils, it is vital that they show multilingual competences together with positive attitudes (Blömeke et al, 2015; Haukås, 2016). Previous research shows a discrepancy between positive teacher attitudes towards multilingualism in general; but negative attitudes towards migrant and minority languages (Pulinx et al., 2015), with some believing that the use of home languages in the classroom should be punished (ibid). These languages are often seen as tools to discuss private matters, and not as a source for learning. However, both minimal instruction regarding the use of home languages in the classroom (Lee & Oxelson, 2006) and increased attention to multilingualism (Van Ruijven et al, 2008) lead to positive change in attitudes. The current research takes place within the 3M project, which aims to do justice to the various home languages in primary schools in trilingual Fryslân, the Netherlands, by developing and implementing multilingual pedagogies based on translanguaging practices (Duarte & Günther-van der Meij, 2018). The core concept of this project is to implement pedagogies that include the students’ home languages as a resource in order to support pupils with migrant and minority languages. Successful implementation of these practices requires positive attitudes towards students’ home languages (Cummins, 2000), knowledge on multilingualism, and practical skills (Barros et al., 2020; Hélot, 2012). The goal of the current research is therefore to monitor teacher attitudes to map the positive effects of the teacher training within the 3M project. We will measure how various didactic approaches in primary schools have a positive and durable effect on language attitudes of teachers and pupils towards migrant and minority languages for the duration of the project (Pulinx, Agirdag & Van Avermaet, 2015). In this paper we present results of longitudinal semi-structured interviews with 15 primary school teachers, and examine their expectations and self-reflection regarding the implementation of translanguaging practices in their primary schools based on the aforementioned categories of teacher attitudes, knowledge and practical skills. Based on the findings, we discuss how the implementation of translanguaging practices combined with teacher training facilitates acceptance of migrant and minority languages in the classroom and the implications for multilingual students.

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Barros, S. Dome, L.M., Symons, C. & Ponzio, C. (2020): Challenging Monolingual Ways of Looking at Multilingualism: Insights for Curriculum Development in Teacher Preparation, Journal of Language, Identity & Education, DOI: 10.1080/15348458.2020.1753196 Blömeke, S., Gustafsson, J. E., & Shavelson, R. J. (2015). Beyond dichotomies. Zeitschrift für Psychologie. Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual matters. Duarte, J., & Günther-van der Meij, M. (2018). A holistic model for multilingualism in education. E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 24-43. doi: 10.21283/2376905X.9.153 Haukås (2016) Teachers’ beliefs about multilingualism and a multilingual pedagogical approach, International Journal of Multilingualism, 13:1, 1-18, DOI: 10.1080/14790718.2015.1041960Lee, J. S., & Oxelson, E. (2006). “’It’s not my Job”: K-12 Teacher attitudes towards students’ heritage language maintenance.” Bilingual Research Journal 30 (2): 453-477. Hélot, C. (2012): “Multilingual Education and Language Awareness”. In: Chapelle, C.A. (ed.), The Encyclopaedia of Applied Linguistics. New York: Wiley Blackwell, 258-300. Pulinx, R., Van Avermaet, P. & Agirdag, O. (2015): Silencing linguistic diversity: the extent, the determinants and consequences of the monolingual beliefs of Flemish teachers, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2015.1102860