Teachers' Beliefs and Strategies when Teaching Reading in Multilingual Settings
Globalization has not only changed our society, it has also had a profound effect on education. Many schools deal with student populations that due to migration have become increasingly multilingual. Politically, few would argue against the importance of multilingualism; rather, it is promoted to th...
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| Format: | Online |
| Language: | English |
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Logos Verlag Berlin
2021
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| Online Access: | ONIX_20210408_9783832548421_56 |
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| _version_ | 1869519943335149568 |
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| author | Bravo Granström, Monica |
| author_browse | Bravo Granström, Monica |
| author_facet | Bravo Granström, Monica |
| author_sort | Bravo Granström, Monica |
| collection | Directory of Open Access Books |
| description | Globalization has not only changed our society, it has also had a profound effect on education. Many schools deal with student populations that due to migration have become increasingly multilingual. Politically, few would argue against the importance of multilingualism; rather, it is promoted to the fullest. However, in practical terms the challenges associated with teaching and educational policies have increased manifold as a result of the linguistic diversity among student bodies. Reading is certainly regarded as a key learning skill, however, the question arises as to how the students' life-world multilingualism is taken into consideration. Furthermore, being considered part of teachers' professional competence, teachers' mental processes and perceptions (beliefs) have been the focus in several different academic fields. Previous research suggests that there are significant links between teachers' beliefs and practices. This thesis explores the aforementioned aspects in greater detail, with the overall aim to gain a deeper understanding of teachers' beliefs and strategies when teaching reading in multilingual settings. Using a cross-disciplinary, qualitative research approach, the empirical inquiry is based on case studies within different, linguistically diverse settings. The case studies include classroom observations as well as teacher interviews in German, Swedish and Chilean grade 4 classrooms. |
| format | Online |
| id | doab-20.500.12854ir-64414 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Logos Verlag Berlin |
| publisherStr | Logos Verlag Berlin |
| record_format | ojs |
| spelling | doab-20.500.12854ir-644142024-03-28T10:56:51Z Teachers' Beliefs and Strategies when Teaching Reading in Multilingual Settings Bravo Granström, Monica Germany Sweden Chile Globalisation Multilingualism thema EDItEUR::J Society and Social Sciences Globalization has not only changed our society, it has also had a profound effect on education. Many schools deal with student populations that due to migration have become increasingly multilingual. Politically, few would argue against the importance of multilingualism; rather, it is promoted to the fullest. However, in practical terms the challenges associated with teaching and educational policies have increased manifold as a result of the linguistic diversity among student bodies. Reading is certainly regarded as a key learning skill, however, the question arises as to how the students' life-world multilingualism is taken into consideration. Furthermore, being considered part of teachers' professional competence, teachers' mental processes and perceptions (beliefs) have been the focus in several different academic fields. Previous research suggests that there are significant links between teachers' beliefs and practices. This thesis explores the aforementioned aspects in greater detail, with the overall aim to gain a deeper understanding of teachers' beliefs and strategies when teaching reading in multilingual settings. Using a cross-disciplinary, qualitative research approach, the empirical inquiry is based on case studies within different, linguistically diverse settings. The case studies include classroom observations as well as teacher interviews in German, Swedish and Chilean grade 4 classrooms. 2021-04-08T15:34:15Z 2021-04-08T15:34:15Z 2019 book ONIX_20210408_9783832548421_56 9783832548421 https://directory.doabooks.org/handle/20.500.12854/64414 eng image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International https://www.logos-verlag.de/cgi-bin/engbuchmid?isbn=4842&lng=eng&id= https://www.logos-verlag.de/ebooks/OA/978-3-8325-4842-1.pdf Logos Verlag Berlin Logos Verlag Berlin 10.30819/4842 10.30819/4842 04b263a1-7fba-4491-9eae-1c394ac42fc3 9783832548421 Logos Verlag Berlin 310 Berlin/Germany open access |
| spellingShingle | Germany Sweden Chile Globalisation Multilingualism thema EDItEUR::J Society and Social Sciences Bravo Granström, Monica Teachers' Beliefs and Strategies when Teaching Reading in Multilingual Settings |
| title | Teachers' Beliefs and Strategies when Teaching Reading in Multilingual Settings |
| title_full | Teachers' Beliefs and Strategies when Teaching Reading in Multilingual Settings |
| title_fullStr | Teachers' Beliefs and Strategies when Teaching Reading in Multilingual Settings |
| title_full_unstemmed | Teachers' Beliefs and Strategies when Teaching Reading in Multilingual Settings |
| title_short | Teachers' Beliefs and Strategies when Teaching Reading in Multilingual Settings |
| title_sort | teachers beliefs and strategies when teaching reading in multilingual settings |
| topic | Germany Sweden Chile Globalisation Multilingualism thema EDItEUR::J Society and Social Sciences |
| topic_facet | Germany Sweden Chile Globalisation Multilingualism thema EDItEUR::J Society and Social Sciences |
| url | ONIX_20210408_9783832548421_56 |
| work_keys_str_mv | AT bravogranstrommonica teachersbeliefsandstrategieswhenteachingreadinginmultilingualsettings |