Teachers’ perspectives towards German language learning for multilingual pupils in pull-out classes

• Hassani, Sepideh ^[1] ; Zupan, Kathrin ^[1] ; Vaughn, Margaret ^[2] ; Schwab, Susanne ^[1]
  1. [1] University of Vienna

     University of Vienna

     Innere Stadt, Austria

     
  2. [2] Washington State University

     Washington State University

     Estados Unidos

     
• Localización: International journal of multilingualism, ISSN 1479-0718, Vol. 22, Nº. 4, 2025, págs. 2662-2681
• Idioma: inglés
• DOI: 10.1080/14790718.2025.2480797
• Texto completo no disponible (Saber más ...)
• Resumen

  • Gaining proficiency in the language of instruction takes time for pupils whose first language is a different one. School systems and teachers address this task by using a variety of methods across different educational settings. In Austria, a pull-out language support system was installed in 2018/19. In the current paper, 19 in-service teachers who work in language support classrooms within Viennese primary and secondary schools were interviewed about their attitudes about the language support programme. Results of the qualitative content analysis suggest that many of the teachers held strong attitudes that prioritised the use of German over other languages. Although some teachers recognised the value of their pupils’ diverse language abilities, findings suggest that many of the participants struggled to implement practices inclusive of pupils’ varied languages.

• Referencias bibliográficas
  • Alsford, E., Ralephata, A., Bolderson, S., Curtin, M., Parish, E., Klaber, V., Griffin, S., Nash, L., Cullen, R., Musoke, B., Bhalla, S.,...
  • Alvarez, L., De Loney, M., Capitelli, S., Valdés, G., & Julia Biernacki, P. (2023). Expanding participation: Supporting newcomer students’...
  • Bärnthaler, A., & Kelly, K. (2021). Top-down and bottom-up CLIL teacher development: Lessons learned from Austrian in-service CLIL teacher...
  • Bernstein, K. A., Anderson, K. T., Close, K., & Rodriguez Martinez, S. (2023). Teacher beliefs about multilingual learners: How language...
  • Bundesministerium für Bildung, Wissenschaft und Forschung (BMBWF). (2022). Response to a parliamentary inquiry (10236/AB to 10487/J (XXVII....
  • Bundesministerium für Bildung, Wissenschaft und Forschung (BMBWF). (2024). Deutschförderung an österreichischen Schulen – Leitfaden für Schulleiterinnen...
  • Cenoz, J., & Gorter, D. (Eds.) (2015). Multilingual education: Between language learning and translanguaging (New ed.). Cambridge University...
  • Cross, R., D’warte, J., & Slaughter, Y. (2022). Plurilingualism and language and literacy education. The Australian Journal of Language...
  • Cummins, J. (2018). Foreword. In C. Hélot, C. Frijns, K. van Gorp, & S. Sierens (Eds.), Language awareness in multilingual classrooms...
  • Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. Multilingual Matters....
  • David, S. S., Shepard-Carey, L., Swearingen, A. J., Hemsath, D. J., & Heo, S. (2022). Entry points and trajectories: Teachers learning...
  • Dobinson, K. L., & Dockrell, J. E. (2021). Universal strategies for the improvement of expressive language skills in the primary classroom:...
  • Döll, M., & Guldenschuh, S. (2024). Special issue 20/1: Development of ‘deficit perspectives’ among primary school teacher students in...
  • Duarte, J. (2020). Translanguaging in the context of mainstream multilingual education. International Journal of Multilingualism, 17(2), 232–247....
  • Eagly, A. H., & Chaiken, S. (1998). Attitude structure and function. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), The handbook...
  • Erling, E. J., Gitschthaler, M., & Schwab, S. (2022). Is segregated language support fit for purpose? Insights from German language support...
  • Erling, E. J., Radinger, S., & Foltz, A. (2023). Understanding low outcomes in English language education in Austrian middle schools:...
  • Fischer, N., & Lahmann, C. (2020). Pre-service teachers’ beliefs about multilingualism in school: An evaluation of a course concept for...
  • Flores, N. (2019). Disciplining bilingual education. In T. Ricento (Ed.), Language politics and policies: Perspectives from Canada and the...
  • García, O., Flores, N., Seltzer, K., Wei, L., Otheguy, R., & Rosa, J. (2021). Rejecting abyssal thinking in the language and education...
  • García, O., & Otheguy, R. (2021). Conceptualizing translanguaging theory/practice juntos. In City University of New York-New York State...
  • Gitschthaler, M., Kast, J., Corazza, R., & Schwab, S. (2021). Resources for inclusive education in Austria: An insight into the perception...
  • Gitschthaler, M., Kast, J., Corazza, R., & Schwab, S. (2024). Inclusion of multilingual students—Teachers’ perceptions on language support...
  • Gogolin, I. (2021). Multilingualism: A threat to public education or a resource in public education? – European histories and realities. European...
  • Gomolla, M. (2021). Educational inequalities, vulnerability for discrimination and the politics of school change in Germany as a post-migration...
  • Hassani, S., & Schwab, S. (2025). Language support and institutional discrimination-insights into school leaders’ experiences.
  • Haukås, Å., Mercer, S., & Svalberg, A. M.-L. (2022). School teachers’ perceptions of similarities and differences between teaching English...
  • Hennebry-Leung, M., & Lamb, M. (2024). Language learning motivation in diverse educational contexts. English Teaching & Learning,...
  • Herzog-Punzenberger, B., Altrichter, H., Brown, M., Burns, D., Nortvedt, G. A., Skedsmo, G., Wiese, E., Nayir, F., Fellner, M., McNamara,...
  • Hofstadler, N., Babic, S., Lämmerer, A., Mercer, S., & Oberdorfer, P. (2021). The ecology of CLIL teachers in Austria – an ecological...
  • Höller, I., Itzlinger-Bruneforth, U., & Widauer, K. (2019). Schule und Unterricht in vielfältigen Lernwelten. In J. Schmich & U. Itzlinger-Bruneforth...
  • Karlander, D., & Salö, L. (2023). The origin of semilingualism: Nils-Erik Hansegård and the cult of the mother tongue. Journal of Sociolinguistics,...
  • Kart, A., Groß Ophoff, J., & Pham Xuan, R. (2023). Pre-service teachers’ attitudes about teaching and learning in multilingual classrooms....
  • Kast, J., & Schwab, S. (2020). Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language...
  • Lundberg, A. (2019). Teachers’ beliefs about multilingualism: Findings from Q method research. Current Issues in Language Planning, 20(3),...
  • Mayring, P. (2022). Qualitative content analysis: A step-by-step guide (1st ed.). SAGE Publications Ltd.
  • Morell, Z., & López, D. (2021). Translanguaging and emergent literacy in early childhood education. In CUNY-New York State Initiative...
  • Noels, K. A., Lou, N. M., Vargas Lascano, D. I., Chaffee, K. E., Dincer, A., Zhang, Y. S. D., & Zhang, X. (2019). Self-determination and...
  • OECD. (2018). The resilience of students with an immigrant background: Factors that shape well-being. https://doi.org/10.1787/9789264292093-en
  • Portolés, L., & Martí, O. (2020). Teachers’ beliefs about multilingual pedagogies and the role of initial training. International Journal...
  • Prinsloo, M., & Krause, L.-S. (2019). Translanguaging, place and complexity. Language and Education, 33(2), 159–173. https://doi.org/10.1080/09500782.2018.1516778
  • Resch, K., Gitschthaler, M., & Schwab, S. (2023). Teacher’s perceptions of separate language learning models for students with immigrant...
  • Richards, J. C. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225–239. https://doi.org/10.1177/0033688220927531
  • Rutgers, D., Evans, M., Fisher, L., Forbes, K., Gayton, A., & Liu, Y. (2024). Multilingualism, multilingual identity and academic attainment:...
  • Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE Publishing Inc.
  • Schwab, S., Resch, K., Gitschthaler, M., Hassani, S., Latzko, D., Peter, A., Walczuch, S., & Erling, E. J. (2024). From policy to practice:...
  • Schwab, S., & Schweiger, H. (2023). Eminenzbasiert statt evidenzbasiert. In Initiative für ein diskriminierungsfreies Bildungswesen (Ed.),...
  • Schwarzl, L., Vetter, E., & Janik, M. (2019). Schools as linguistic space: Multilingual realities at schools in Vienna and Brno. In A....
  • Schweiger, H., & Müller, B. (2021). Mangelhaft und unzureichend. Deutschförderklassen aus der Sicht von Lehrerinnen und Lehrern. In K....
  • Spiel, C., Holzer, J., & Popper, V. (2021). Bericht der Workshopergebnisse zu den Themen Zielexplikation und Implementierung.
  • Statistik Austria. (2023). Bildung in Zahlen 2021/22. Tabellenband. Verlag Österreich GmbH.
  • Thomas, W. P., & Collier, V. P. (2017). Why dual language schooling. Fuente Press/Dual Language Education of New Mexico.
  • Vallejo, C., & Dooly, M. (2020). Plurilingualism and translanguaging: Emergent approaches and shared concerns. Introduction to the special...
  • Vaughn, M., Parsons, S. A., & Gallagher, M. A. (2022). Challenging scripted curricula with adaptive teaching. Educational Researcher,...
  • VERBI Software (Version 2022). (2021). [Computer software]. https://www.maxqda.com
  • Wallace, M., Wilson, B., & Darlington-Pollock, F. (2022). Social inequalities experienced by children of immigrants across multiple domains...
  • Wei, L. (2024). Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning. Language...
  • White, H., Galloway, E. P., & Jiménez, R. T. (2024). Bridging theory to practice: Exploring the role of an educative translingual curriculum...
  • Whiting, E. F., Feinauer, E., Beller, S. N., & Howard, E. R. (2024). Kindergarteners’ perceptions of belonging and inclusion in a two-way...
  • Xiang, X., Chang, P., & Yu, B. (2022). Exploring an EAP writing teacher’s adaptive expertise and adaptive teaching practices from a CDST...
  • Zhang, F., Wang, J., & Mairin, H.-L. (2022). Research on language learning motivation in school settings in System. System, 107, 102817....