Language Teachers`Responses to Multilingual Classrooms: A Linguistic Ideological Perspective

Authors : Işıl ERDUYAN, Sezen BEKTAŞ, Hakan ŞENTÜRK

Pages : 243-258

Doi:10.52597/buje.1227214

View : 40 | Download : 17

Publication Date : 2022-12-31

Article Type : Research Paper

Abstract :The present study aims to explore English language teachers’ insert ignore into journalissuearticles values(ELTs); responses to a set of activities regarding multilingualism on an online Continuous Professional Development insert ignore into journalissuearticles values(CPD); course platform. The CPD was developed in the framework of the Erasmus+ Project, ENRICH insert ignore into journalissuearticles values(English as a Lingua Franca Practices for Inclusive Multilingual Classrooms); designed to cater for in-service ELTs across five countries and composed of various online modules. Our focus in this paper is on the Multilingualism module of the course that was completed by 15 ELTs working in state schools in Turkey. Taking a linguistic ideological perspective on discourse, we analyzed responses given to two questions embedded in one of the activities in the Multilingualism in the Classroom section of the module regarding teachers’ observations of students’ awareness of multilingualism in their classrooms. As our findings suggest, Turkish ELTs’ responses can be analyzed in three groups each of which suggests a different understanding of multilingualism: a); immigrant minority multilingualism, b); regional minority multilingualism, and c); multilingualism as a result of foreign language instruction at school. We depict in our analyses how each of these categories are intertwined with teachers’ linguistic ideologies.
Keywords : Çokdillilik, dil ideolojileri, öğretmen eğitimi

ORIGINAL ARTICLE URL