Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies
نویسندگان
چکیده
This study sought to explore the ideological and implementational spaces for mainstreaming multilingual pedagogies (MPs) in initial teacher education (ITE) policies curricula across European Union. The concept of linguistically sensitive teaching (LST) was used as a lens examine inclusive, equity-centred MPs ITE. A multi-sited comparative case conducted collect data nine locations. As result, general trend observed language-in-education at (sub)national levels. However, this space not always implemented second explicit mentions LST were identified ITE seven sites, each cases, potential implementation observed. third result we found that greatest opening lies courses aim develop pedagogical sociolinguistic knowledge well professional beliefs future teachers. In conclusion, contend linguistic ecology organisational structure systems (decentralisation) are factors help explain successful institutions.
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ژورنال
عنوان ژورنال: European Educational Research Journal
سال: 2021
ISSN: ['1474-9041']
DOI: https://doi.org/10.1177/14749041211012500