Reference : Effective professional development and sustainability of multilingual approaches
Parts of books : Contribution to collective works
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/39805
Effective professional development and sustainability of multilingual approaches
English
Kirsch, Claudine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Duarte, Joana mailto []
Palviainen, Åsa mailto []
23-Mar-2020
Multilingual approaches for teaching and learning. From acknowledging to capitalising on multilingualism in European mainstream education
Kirsch, Claudine mailto
Duarte, Joana
Routledge
Routledge Research in Language Education
186-203
Yes
Milton Park
UK
[en] language policies ; professional development ; multilingual approaches
[en] Policies and professional development which focusses on pedagogical skills, beliefs, and agency are essential to ensure the sustainability of multilingual teaching approaches. This chapter begins with an overview of research studies on language policies, teacher agency and beliefs with a focus on multilingual settings. The intertwining of policy and teaching practice is then illustrated by means of the Finnish case, demonstrating how recent ECEC policies advocating diversity and plurilingualism have gradually changed teacher beliefs. The second part of the chapter focuses on professional development (PD) in so far as it is able to support teachers in implementing policies, changing pedagogical practices, and amending beliefs. This section presents different pathways for professional learning and explores the effectiveness of various models of professional development. These observations are taken up in two empirical studies on teachers’ professional development within multilingual preschool classes in Luxembourg and primary schools in the Netherlands. The interview and observation data provided in the two contexts point to the centrality of teacher beliefs and agency in moving towards multilingual practices and sustainable change. Furthermore, it unveils the ways in which teachers’ beliefs, knowledge, and practices change over time, and how effective PD programmes can support teachers in interpreting policies and developing new practices.
Ministry of national Education, Childhood and Youth
Researchers ; Professionals
http://hdl.handle.net/10993/39805
FnR ; FNR9989225 > Claudine Kirsch > MuLiPEC > Developing multilingual pedagogies in Early Childhood Education > 01/05/2016 > 30/04/2019 > 2015

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