Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies

• Published in: European Educational Research Journal Vol. 21; no. 5; pp. 801 - 821
• Main Authors: Bergroth, Mari, Llompart, Júlia, Pepiot, Nathalie, van der Worp, Karin, Dražnik, Tjaša, Sierens, Sven
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.09.2022
• Subjects: Alignment (Education); Case Studies; Comparative Analysis; Cross Cultural Studies; Diversity; Educational Change; Educational Policy; Elementary Secondary Education; English (Second Language); Equal Education; Finno Ugric Languages; Foreign Countries; French; Inclusion; Indo European Languages; Language Attitudes; Language Minorities; Language of Instruction; Language Usage; Languages; Multilingualism; Native Language; Pedagogical Content Knowledge; Portuguese; Preservice Teacher Education; Romance Languages; Second Language Learning; Slavic Languages; Sociolinguistics; Spanish; Swedish; Teaching Methods; Belgium; European Union; Finland; Slovenia; France; Lithuania; Portugal; Spain; linguistically sensitive teaching; ideological spaces; Initial teacher education; implementational spaces; multilingual pedagogies; European Union
• DOI: 10.1177/14749041211012500
• ISSN: 1474-9041

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