Center for Educational Policy Studies Journal

Editorial: Pluri/Multilingual Education

Andreja Retelj, Karmen Pižorn — Tue, 24 Sep 2024 00:00:00 +0200

Fostering Language Awareness in a Plurilingual Learning Environment

Špela Jolić Kozina, Silva Bratož, Mojca Žefran — Tue, 24 Sep 2024 00:00:00 +0200

Developing young learners’ language awareness is becoming an important educational goal in a rapidly globalised world characterised by linguistic and cultural diversity. Drawing upon previous research in the field, the article highlights the importance of promoting language diversity and nurturing language awareness from an early age. We present a qualitative study’s findings to analyse the potential of using pluralistic approaches to language teaching for developing young learners’ language awareness. The study was based on a case study format involving pupils aged five and six years. By exposing the participants to a set of plurilingual activities following the DivCon model, we were able to observe and identify their language awareness development. In addition, the pupils’ responses to language awareness activities and their perceptions of different languages were analysed through a survey in the form of interviews. The results of the study indicate positive outcomes, demonstrating an enhanced level of language awareness among the pupils, as well as an increased appreciation for language diversity.

Slovenian Primary School Pupils’ Perception of Plurilingual Competence

Tina Rozmanič, Ana Kogovšek, Žan Korošec, Karmen Pižorn — Tue, 24 Sep 2024 00:00:00 +0200

Since plurilingual competence is crucial for effective communication, cultural understanding, cognitive development, and professional and personal growth, it should also be prioritised in education to enable the continuous development of individuals. One of the most critical aspects of achieving plurilingual competence is creating a stimulating environment that ensures that language learning and use take place in a way that appeals to all pupils. However, there is little research on pupils’ perceptions of plurilingualism and its stimulating environment at the primary level. Therefore, the study’s main aim was to investigate their perceptions, which resulted in a primarily quantitative research method. As a data collection tool an online survey with a combination of a questionnaire and Likert scales statements, which were based on the Framework of Reference for Pluralistic Approaches to Languages and Cultures, was developed. For this reason, the article concentrates on determining the level and quality of primary school pupils’ knowledge, skills and attitudes regarding languages and their associated cultures, as well as on identifying pupils’ opinions, perceptions, and motivational factors. The research study addressed pupils aged 9 to 14. The results indicate that pupils are inclined towards language learning, perceive the importance of plurilingual competence, and express confidence in speaking in foreign languages. However, pupils seem unable to assess their metalinguistic and metacultural knowledge and skills.

‘English is a Subject that You Should Teach Yourself ’: Power and Learner Identity in the Language Introduction Programme in Sweden

Jenny Bergström — Tue, 24 Sep 2024 00:00:00 +0200

This article explores students’ perspectives on English language learning in relation to the Language Introduction Programme in Sweden, which is an individual transitional programme for newly arrived immigrants and seeks to quickly transition adolescents into further education or the job market. High proficiency in English is vital in Swedish society, and insufficient knowledge of English can lead to negative long-term consequences for both individuals and society regarding inequality. The methodology used is based on linguistic ethnography, and the data for this article consists of eight semi-structured interviews with students in the programme at one school. Foucauldian perspectives are used to analyse power and the construction of language ideologies relating to the multilingual English-language classroom and learner identity. The results show that the importance of proficiency in English for a successful educational transition from the Language Introduction Programme is rarely communicated to students. Furthermore, English is positioned as a subject of low importance within the organisation. The results also show that monolingual norms and language hierarchies limit the students’ ability to use their first language when learning English.

Survey on the Attitudes of School Community Members Regarding the Role of the Language(s) of Schooling in the Integration Process of Pupils with an Immigrant Background in Slovenia

Tina Čok — Tue, 24 Sep 2024 00:00:00 +0200

In terms of integration policy, Slovenia is considered a country that promotes the integration of children with an immigrant background into schools as quickly as possible. However fast the integration process may be, languages always play a key role in the education of pupils with an immigrant background and teachers need to adapt to their different language needs and literacy levels. Furthermore, it is important that teachers use teaching methods that promote pupils’ linguistic development in their mother tongue as well. In this paper, we present the results of research on the role of languages of schooling in the success of all pupils in Slovenian primary education institutions, with a focus on those with an immigrant background. To achieve this goal, we conducted an anonymous survey (n = 78) among teachers and support staff and interviewed principals from nine Slovenian primary schools. The main aim of the survey and interviews was to investigate the status and understanding of the role of the languages of schooling in the context of the newly proposed cognitive-inclusive language didactics based on collaborative learning. The study found that while school staff recognise the importance of multilingual education and linguistic integration, there are significant gaps in training and support mechanisms for teachers. Although schools generally support the use of multiple languages, there is a lack of cross-language awareness and visible promotion of multilingualism in the school environment. The findings of the study suggest the need to introduce comprehensive, standardised training and support for teachers that focuses on improving cross-language awareness and inclusive educational practices, which can ultimately lead to better integration outcomes for immigrant pupils and enrichment of the educational environment for all members of the community.

Examining Indonesian English as a Foreign Language Lecturers’ Attitudes Towards Translanguaging and Its Perceived Pedagogical Benefits: A Mixed-Methods Study

Mohammed Yassin Mohd Aba Sha'ar, Nur Lailatur Rofiah — Tue, 24 Sep 2024 00:00:00 +0200

The present study examines Indonesian lecturers’ attitudes towards translanguaging and its pedagogical benefits in their English as a foreign language classroom. It also explores the significant relationships between lecturers’ attitudes and the variables of gender, age, experience, university and faculty. The study included English as a foreign language lecturers using surveys (n = 50) and in-depth interviews (n = 5). The collected data were analysed through mixed-methods analyses. The findings reveal that, in general, Indonesian lecturers hold optimal, virtual and maximal attitudes towards translanguaging. They perceive translanguaging as beneficial, as it facilitates student-student and student-teacher interactions, scaffolds students’ understanding, and creates a familiar and secure classroom atmosphere. Integrating translanguaging supports the development of students’ critical thinking skills and self-confidence. The lecturers’ feel a sense of agency to reclaim their identity and question the perceived linguistic hierarchy that dominates their English as a foreign language landscape. Additionally, the findings revealed a disparity in the perceived benefits of translanguaging depending on the lecturers’ age and experience, indicating a potential generational gap that might influence their adaptability to multilingual teaching methodologies.

Language-Related Expressions of Personality

Željko Rački, Željka Flegar, Mojca Juriševič — Tue, 24 Sep 2024 00:00:00 +0200

The present research aims to bridge the gap between prospective multi/ plurilingual education and overarching personality psychology by examining how language constructs and basic personality traits are interrelated in pre-service teachers who are fundamental to language education. The first part of the study identifies items within the International Personality Item Pool that are indicative of language constructs, revealing intricate language-related expressions of personality involving listening, learning, speaking, reading and writing. The second part investigates the links between these language constructs and the Big Five personality traits based on a sample of 124 female pre-service primary school teachers aged 19 to 27. The results show significant multivariate relationships, indicating that individuals high in conscientiousness, openness and extraversion, and low in neuroticism, tend to exhibit preferences for listening, learning, speaking and reading. The findings suggest that there are personality-embedded nuanced language-related expressions of trait structures reflecting psychological needs for language competence, relatedness and autonomy in (co-)creation. The research underscores the importance of considering both language constructs and internationally validated personality traits in teachers and their students. It suggests that some teachers and students may naturally align with language-trait structures conducive to quality language teaching and, prospectively, to multi/plurilingual proficiency. Additionally, educational interventions can potentially influence the development of these identified conducive structures over time, offering insights into the stable psychological foundations for language development and consequent pluricultural competence.

Remote Learning and Stress in Mothers of Students with Attention Deficit and Hyperactivity Disorder during the Covid-19 Lockdown

Daniela Cvitković, Ana Wagner Jakab, Jasmina Stošić — Tue, 24 Sep 2024 00:00:00 +0200

The Covid-19 lockdown and the implementation of remote learning brought challenges to children with ADHD and their parents. This research aimed to examine the spatial and technical preconditions and quality of support for children with ADHD during remote learning and to determine their mothers’ burdens with the children’s school tasks during the first lockdown. Another aim was to determine the degree of academic accommodation of teaching, the mother’s burden with the school tasks, and the impact of the intensity of the children’s difficulties on mothers’ stress levels. The study had 61 mothers of children with ADHD, aged 30 to 53, as participants. Data were collected using an online questionnaire. The perspective of mothers showed that spatial conditions were not appropriate for holding online classes. Furthermore, teaching materials during online classes were not adapted to the child’s needs, teachers did not send teaching materials through the available online services in a proper manner, and more than a third of the mothers stated that there was no interactive teaching at all and that there was no individual contact with teachers. Most mothers state that they are burdened with the child’s school tasks more than compared to the period before the lockdown. It has also been shown that attention symptoms, lack of academic accommodations, and school workload have statistically significant effects on maternal stress.

The Impact of the 5E Learning Model Improved with Concept Maps on Motivation

Lütfiye Varoğlu, Ayhan Yilmaz, Şenol Şen — Tue, 24 Sep 2024 00:00:00 +0200

The examination of students’ motivation towards lessons is an important aspect of educational studies. The constructivist approach significantly impacts the improvement of students’ motivation. The present study aims to examine the use of the 5E learning model with concept maps to support students’ motivation and compare the 5E approach and the classical approach to teaching chemistry in terms of motivational dimensions. The main subject of this study is an assessment of students’ motivation using the 5E learning model, which promotes student-centred teaching. The study was conducted with 100 8th-grade lower secondary school students who attended a school in the Turkish Republic of Northern Cyprus (TRNC) during the spring semester of the 2018/19 school year. The study was conducted with two randomly selected groups: experimental (EG) and control (CG). The lessons of the EG were taught using the 5E Learning Model Improved with Concept Maps, while lessons of the CG were conducted using the current, conventional teaching method. The Motivated Strategies for Learning Questionnaire (MSLQ) was applied as a data collection tool in the study. Descriptive statistics and Multivariate Analysis of Variance (MANOVA) were used in data analysis. As a result, it was determined that the EG students’ motivation scores showed a significant difference from the CG students’ motivation scores. Furthermore, a significant difference was established between the EG and CG students’ intrinsic goal orientation and test anxiety post-test scores. Although the EG students’ averages for other sub-dimensions were higher than the CG students’ averages, no significant difference was found between the groups.

Primary School Teachers' Personal and Professional Beliefs on Diversity

Željka Knežević — Tue, 24 Sep 2024 00:00:00 +0200

The paper presents research conducted among Croatian primary school classroom teachers and subject teachers regarding their personal and professional beliefs about diversity. The notion of diversity in the context of education was presented as individual differences between students based on race, ethnicity, religious beliefs, gender, abilities, sexual orientation and social class. The results indicate that teachers show different levels of openness towards certain aspects of diversity in the domains of both personal and professional beliefs, but that their personal beliefs are statistically more positive than their professional beliefs. Differences in teachers' beliefs with respect to years of work experience, previous education and professional position were also examined. Statistically significant differences were established only regarding professional position and only in the segment of professional beliefs. The results indicate that there is a need for further research in this area, that is, research that primarily investigates the factors that influence teachers' professional beliefs.

Wendy Ayres-Bennet and Linda Fisher (Eds.), Multilingualism and Identity: Interdisciplinary Perspectives, Cambridge University Press, 2022; 426 pp.: ISBN 978-1-108-49020-7

Andreja Retelj — Tue, 24 Sep 2024 00:00:00 +0200