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Teaching and learning in a multilingual Europe: findings from a cross-European study

2021Journal article Embargoed access
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dc.contributor.authorDockrell, J. E.
dc.contributor.authorPapadopoulos, T. C.
dc.contributor.authorMifsud, C. L.
dc.contributor.authorBourke, L.
dc.contributor.authorVilageliu, O.
dc.contributor.authorBešić, E.
dc.contributor.authorSeifert, S.
dc.contributor.authorGasteiger-Klicpera, B.
dc.contributor.authorRalli, A.
dc.contributor.authorDimakos, I.
dc.contributor.authorKarpava, S.
dc.contributor.authorMartins, M.
dc.contributor.authorSousa, Otília
dc.contributor.authorCastro, S.
dc.contributor.authorSøndergaard Knudsen, H. B.
dc.contributor.authorDonau, P.
dc.contributor.authorHaznedar, B.
dc.contributor.authorMikulajová, M.
dc.contributor.authorGerdzhikova, N.
dc.date.accessioned2022-06-27T14:19:06Z
dc.date.embargo2030
dc.date.issued2021
dc.description.abstractSchool classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationDockrell, J.E., Papadopoulos, T.C., Mifsud, C.L. et al. Teaching and learning in a multilingual Europe: findings from a cross-European study. Eur J Psychol Educ 37, 293–320 (2022). https://doi.org/10.1007/s10212-020-00523-zpt_PT
dc.identifier.doi10.1007/s10212-020-00523-zpt_PT
dc.identifier.urihttp://hdl.handle.net/10400.21/14746
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.relation.publisherversionhttps://link.springer.com/article/10.1007/s10212-020-00523-z#citeaspt_PT
dc.subjectTeachingpt_PT
dc.subjectLearningpt_PT
dc.subjectSchoolspt_PT
dc.subjectMultilingualismpt_PT
dc.subjectEuropept_PT
dc.titleTeaching and learning in a multilingual Europe: findings from a cross-European studypt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage320pt_PT
oaire.citation.issue2pt_PT
oaire.citation.startPage293pt_PT
oaire.citation.titleEuropean Journal of Psychology of Educationpt_PT
oaire.citation.volume37pt_PT
person.familyNameSousa
person.givenNameOtília
person.identifier.ciencia-idE91B-9F4A-47CF
person.identifier.orcid0000-0001-7755-2418
rcaap.rightsembargoedAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicationf9f52429-7b5d-4b43-af15-b663dccd29d8
relation.isAuthorOfPublication.latestForDiscoveryf9f52429-7b5d-4b43-af15-b663dccd29d8

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