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

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Abstract
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.
Keywords
initial teacher education, multilingual pedagogies, linguistically sensitive teaching, ideological spaces, implementational spaces, European Union, LANGUAGE IDEOLOGIES, BILINGUAL EDUCATION, BELIEFS, DIMENSIONS, CURRICULUM, IMMERSION, KNOWLEDGE, PROGRAMS, SCHOOLS, AGENCY

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MLA
Bergroth, Mari, et al. “Identifying Space for Mainstreaming Multilingual Pedagogies in European Initial Teacher Education Policies.” EUROPEAN EDUCATIONAL RESEARCH JOURNAL, 2021, doi:10.1177/14749041211012500.
APA
Bergroth, M., Llompart, J., Pepiot, N., van der Worp, K., Dražnik, T., & Sierens, S. (2021). Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies. EUROPEAN EDUCATIONAL RESEARCH JOURNAL. https://doi.org/10.1177/14749041211012500
Chicago author-date
Bergroth, Mari, Júlia Llompart, Nathalie Pepiot, Karin van der Worp, Tjaša Dražnik, and Sven Sierens. 2021. “Identifying Space for Mainstreaming Multilingual Pedagogies in European Initial Teacher Education Policies.” EUROPEAN EDUCATIONAL RESEARCH JOURNAL. https://doi.org/10.1177/14749041211012500.
Chicago author-date (all authors)
Bergroth, Mari, Júlia Llompart, Nathalie Pepiot, Karin van der Worp, Tjaša Dražnik, and Sven Sierens. 2021. “Identifying Space for Mainstreaming Multilingual Pedagogies in European Initial Teacher Education Policies.” EUROPEAN EDUCATIONAL RESEARCH JOURNAL. doi:10.1177/14749041211012500.
Vancouver
1.
Bergroth M, Llompart J, Pepiot N, van der Worp K, Dražnik T, Sierens S. Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies. EUROPEAN EDUCATIONAL RESEARCH JOURNAL. 2021;
IEEE
[1]
M. Bergroth, J. Llompart, N. Pepiot, K. van der Worp, T. Dražnik, and S. Sierens, “Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies,” EUROPEAN EDUCATIONAL RESEARCH JOURNAL, 2021.
@article{8709123,
  abstract     = {{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.}},
  author       = {{Bergroth, Mari and Llompart, Júlia and Pepiot, Nathalie and van der Worp, Karin and Dražnik, Tjaša and Sierens, Sven}},
  issn         = {{1474-9041}},
  journal      = {{EUROPEAN EDUCATIONAL RESEARCH JOURNAL}},
  keywords     = {{initial teacher education,multilingual pedagogies,linguistically sensitive teaching,ideological spaces,implementational spaces,European Union,LANGUAGE IDEOLOGIES,BILINGUAL EDUCATION,BELIEFS,DIMENSIONS,CURRICULUM,IMMERSION,KNOWLEDGE,PROGRAMS,SCHOOLS,AGENCY}},
  language     = {{eng}},
  title        = {{Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies}},
  url          = {{http://dx.doi.org/10.1177/14749041211012500}},
  year         = {{2021}},
}

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