Päivi Juvonen, Institutionen för svenska språket Linnéuniversitet Andrea Schalley, Institutionen för språk, litteratur och interkultur Karlstads universitet
Due to global mobility, Swedish schools today are characterized by a considerable diversity, with a broad range of minority languages represented in classrooms. The pre-primary and primary levels of education play key roles in addressing the needs of children and students with multilingual backgrounds, as it is here that children enter the education system and acquire fundamental literacy skills. Catering to their abilities while offering quality education for all poses an enormous challenge for many educators.
As teachers form the crucial link between top-down policies and bottom-up practices, their attitudes, beliefs and knowledge on multilingualism are critical factors to achieving inclusive education. However, not much is known about the attitudes, beliefs and knowledge of teachers and hence teacher cognition on multilingualism. The present project breaks new ground by empirically investigating these at the pre-primary and primary levels. It does so with a mixed-methods approach (semi-structured interviews and online survey), thereby studying what shapes attitudes, beliefs and knowledge on multilingualism and which factors correlate with these. The results will contribute to the theoretical perspectives of Teacher Cognition and Inclusive Education and help advance educational science.
Education and Learning
Utbildning och lärande, Högskolan Dalarna