TY - JOUR
T1 - Migrant and Non-Migrant Origin Pre-Service Teachers' Beliefs about Multilingualism and Teaching in Multilingual Classrooms
T2 - Convergences and Divergences
AU - Llompart, Júlia
AU - Birello, Marilisa
N1 - Publisher Copyright:
© 2020 Júlia Llompart et al., published by Sciendo.
PY - 2020/11/1
Y1 - 2020/11/1
N2 - This article reports findings from an investigation into migrant and non-migrant origin pre-service teachers' beliefs about multilingualism and the relationship between their linguistic trajectories as students and how they perceive themselves as future teachers. We analize the beliefs of around seventy pre-service teachers taking part in a university course, collected through an individual reflection tool based on a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) and a group discussion in which students had to discuss their ideas and create a collective document. In this article we focus on the discourse of four pre-service teachers, two of whom had migration backgrounds and two of whom who did not. Findings suggest that pre-service teachers' life and learning experiences contribute to different emotions and feeling about language and teaching in a multilingual setting. They also influence the perception the pre-service teachers have of themselves as future teachers. Pre-service teachers regard the preparation received at the university negatively and express insecurities. Findings illustrate that migrant origin pre-service teachers feel more prepared in the sense they believe that their migration experience can help to understand newcoming students and be empathic with them.
AB - This article reports findings from an investigation into migrant and non-migrant origin pre-service teachers' beliefs about multilingualism and the relationship between their linguistic trajectories as students and how they perceive themselves as future teachers. We analize the beliefs of around seventy pre-service teachers taking part in a university course, collected through an individual reflection tool based on a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) and a group discussion in which students had to discuss their ideas and create a collective document. In this article we focus on the discourse of four pre-service teachers, two of whom had migration backgrounds and two of whom who did not. Findings suggest that pre-service teachers' life and learning experiences contribute to different emotions and feeling about language and teaching in a multilingual setting. They also influence the perception the pre-service teachers have of themselves as future teachers. Pre-service teachers regard the preparation received at the university negatively and express insecurities. Findings illustrate that migrant origin pre-service teachers feel more prepared in the sense they believe that their migration experience can help to understand newcoming students and be empathic with them.
KW - educational and linguistic trajectories
KW - initial teacher training
KW - language ideologies
KW - migrant origin teachers
KW - teachers' beliefs
UR - http://www.scopus.com/inward/record.url?scp=85097278329&partnerID=8YFLogxK
U2 - 10.2478/sm-2020-0015
DO - 10.2478/sm-2020-0015
M3 - Article
AN - SCOPUS:85097278329
SN - 2335-2019
VL - 17
SP - 102
EP - 123
JO - Sustainable Multilingualism
JF - Sustainable Multilingualism
IS - 1
ER -