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Multilingual school population: ensuring school belonging by tolerating multilingualism

Author
Organization
Abstract
Societies have become more diverse due to migration flows. Children bring a variety of home languages to school, while teachers often do not know how to manage pupils’ multilingual repertoires in mainstream classrooms. This often leads to a restrictive policy toward multilingualism in schools. As language is part of pupils’ identity, they may feel uncomfortable or demotivated when the use of their mother tongue is pointed out as the cause of lower school success. A school culture, however, that embraces and exploits the multilingual reality may cause pupils to perform and feel better, as they are given the possibility to use their foreknowledge for learning and connect their life at home with their school life. This paper focuses on how the school’s linguistic composition impacts pupils’ sense of belonging at school. Further on, it looks at how teachers’ tolerance toward children’s multilingual repertoires might impact that relationship. The data analyzed in this article originate from a survey in 67 primary schools in Flanders, in which both teachers and 4th grade pupils participated. Stepwise multilevel modeling showed that teachers compensate for the negative effects of a diverse school population by being tolerant toward pupils’ home languages.

Citation

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MLA
Van Der Wildt, Anouk, et al. “Multilingual School Population: Ensuring School Belonging by Tolerating Multilingualism.” Segregation, Immigration and Educational Inequality, Abstracts, 2013.
APA
Van Der Wildt, A., Van Avermaet, P., & Van Houtte, M. (2013). Multilingual school population: ensuring school belonging by tolerating multilingualism. In Segregation, Immigration and Educational Inequality, Abstracts. Ghent, Belgium.
Chicago author-date
Van Der Wildt, Anouk, Piet Van Avermaet, and Mieke Van Houtte. 2013. “Multilingual School Population: Ensuring School Belonging by Tolerating Multilingualism.” In Segregation, Immigration and Educational Inequality, Abstracts.
Chicago author-date (all authors)
Van Der Wildt, Anouk, Piet Van Avermaet, and Mieke Van Houtte. 2013. “Multilingual School Population: Ensuring School Belonging by Tolerating Multilingualism.” In Segregation, Immigration and Educational Inequality, Abstracts.
Vancouver
1.
Van Der Wildt A, Van Avermaet P, Van Houtte M. Multilingual school population: ensuring school belonging by tolerating multilingualism. In: Segregation, Immigration and Educational Inequality, Abstracts. 2013.
IEEE
[1]
A. Van Der Wildt, P. Van Avermaet, and M. Van Houtte, “Multilingual school population: ensuring school belonging by tolerating multilingualism,” in Segregation, Immigration and Educational Inequality, Abstracts, Ghent, Belgium, 2013.
@inproceedings{4142267,
  abstract     = {{Societies have become more diverse due to migration flows. Children bring a variety of home languages to school, while teachers often do not know how to manage pupils’ multilingual repertoires in mainstream classrooms. This often leads to a restrictive policy toward multilingualism in schools. As language is part of pupils’ identity, they may feel uncomfortable or demotivated when the use of their mother tongue is pointed out as the cause of lower school success. A school culture, however, that embraces and exploits the multilingual reality may cause pupils to perform and feel better, as they are given the possibility to use their foreknowledge for learning and connect their life at home with their school life. This paper focuses on how the school’s linguistic composition impacts pupils’ sense of belonging at school. Further on, it looks at how teachers’ tolerance toward children’s multilingual repertoires might impact that relationship. The data analyzed in this article originate from a survey in 67 primary schools in Flanders, in which both teachers and 4th grade pupils participated. Stepwise multilevel modeling showed that teachers compensate for the negative effects of a diverse school population by being tolerant toward pupils’ home languages.}},
  author       = {{Van Der Wildt, Anouk and Van Avermaet, Piet and Van Houtte, Mieke}},
  booktitle    = {{Segregation, Immigration and Educational Inequality, Abstracts}},
  language     = {{eng}},
  location     = {{Ghent, Belgium}},
  title        = {{Multilingual school population: ensuring school belonging by tolerating multilingualism}},
  year         = {{2013}},
}