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

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...