What is Effective Pedagogy for multilingual learners? Observations of teaching that challenges inequity : the OPETAN project in England
Perumal, R., Flynn, N., Mitchell Viesca, K., Ennser-Kananen, J., & Routarinne, S. (2020). What is Effective Pedagogy for multilingual learners? Observations of teaching that challenges inequity : the OPETAN project in England. In C. Kirsch, & J. Duarte (Eds.), Multilingual Approaches for Teaching and Learning : From Acknowledging to Capitalising on Multilingualism in European Mainstream Education (pp. 52-72). Routledge. Routledge Research in Language Education. https://doi.org/10.4324/9780429059674-5
Published in
Routledge Research in Language EducationAuthors
Date
2020Copyright
© Authors, 2020
There is little empirical evidence regarding how best to prepare general education teachers for the challenge of supporting multilingual learners. This is both regarding helping learners develop the language of schooling, and achieving academic success (Faltis & Valdés, 2016). Similarly, little is known about what in-service teachers should know, and what pedagogical perspective they should adopt, to achieve these aims (Faltis & Valdés, 2016; Takanishi & Le Menestrel, 2017). However, there is a promising line of research that proposes an observation tool to evaluate classroom pedagogy: ‘The Standards for Effective Pedagogy’ (the ‘Standards’ 2014; Teemant, 2015). The OPETAN project (Observations of Pedagogical Excellence of Teachers Across Nations), based in Germany, Finland, the United States, and England, draws on these Standards, which derive from sociocultural perspectives, and presents a portrait of how they work in practice. This chapter reports on the project’s findings in England. Teachers in four primary schools were selected on the basis of their recognised competent pedagogical practice with multilingual learners in culturally and linguistically diverse classrooms. The pupils were aged between four and 11. Drawing on qualitative methods, classroom observation data were gathered and thematically analysed in the light of the descriptors of the ‘Standards for Effective Pedagogy’. In this chapter, key themes from the data are presented and three teaching vignettes selected to illustrate the pedagogy observed. The findings identify pedagogies teachers can use to better support multilingual learners.
...
Publisher
RoutledgeParent publication ISBN
978-0-367-18135-2Is part of publication
Multilingual Approaches for Teaching and Learning : From Acknowledging to Capitalising on Multilingualism in European Mainstream EducationPublication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/35906929
Metadata
Show full item recordCollections
License
Related items
Showing items with similar title or keywords.
-
Implementing multilingual pedagogy in Finnish ECEC groups : from monolingual practices towards more systematic approaches
Aerila, Juli-Anna; Tyrer, Maria; Harju-Luukkainen, Heidi; Repo, Elisa; Bayram, Siddik (Routledge, Taylor & Francis Group, 2024)The study explores the implementation of multilingual pedagogy in Finnish early childhood education and care (ECEC) settings. Utilising the LangPeda assessment tool, data were collected from 82 ECEC groups across 47 centres. ... -
‘I don’t feel like I’m studying languages anymore’ : Exploring change in higher education students’ learner beliefs during multilingual language studies
Pirhonen, Hillamaria (Routledge, 2022)To educate multilingual global citizens and follow the multilingual turn in language education, universities are faced with the challenge of developing their language pedagogies. This article reports on a study conducted ... -
The pedagogical value of translation : experiences from a newly introduced elective course
Károly, Adrienn (University of Jyväskylä, 2024)With the expansion of nonprofessional translation activities, language education has gradually rediscovered translation and mediation, seeing them not only as useful tools in language learning but also as transferable ... -
Peer feedback in teacher teams : teachers' experiences and possibilities for development
Ahonen, Karoliina; Ylönen, Jani (University of Jyväskylä, 2024)Co-teaching has become more popular in higher education recently. Such teamwork requires a variety of competences, including an understanding of team dynamics and effective team interaction. Studies show that feedback ... -
Teachers negotiating multilingualism in the EFL classroom
Pitkänen-Huhta, Anne; Mäntylä, Katja (De Gruyter, 2021)Tässä artikkelissa tutkimme suomalaisten englanninopettajien käsityksiä maahanmuuttajaoppilaista, joilla on monikielinen tausta, vieraan kielen luokkahuoneessa. Aiemmat tutkimukset monikielisistä oppijoista ovat keskittyneet ...