Monolingual Teachers in Multilingual Schools: What Do Teachers Need to Navigate Linguistically Diverse Classrooms?

• In Event: Teacher Professional Development and Learning Across Career Stage and Context

Abstract

Despite their growing language diversity, students are still taught by a mostly monolingual teacher workforce without proper training for multilingual settings. Rooted in theories of participatory research, this study analysed which requirements teachers themselves identified as necessary to teach successfully in linguistically diverse classrooms. In participatory group discussions with 54 teachers and headteachers, the participants identified (I.) support systems (e.g. networks, cooperative structures), (II.) abilities, (III.) attitudes, (IV.) resources and described conditions influencing the successful use of these elements, e.g. flexibility and consistency. The results show implications for viable support mechanisms as well as for the training and professionalization of teachers.

Authors

• Jonas Scharfenberg, University of Passau
  Presenting Author

• Sabine Weiß, Ludwig-Maximilians-Universität München
  Non-Presenting Author

• Ewald Kiel, University of Munich (LMU)
  Non-Presenting Author