Divided by language: A systematic review of teacher views in segregated language learning settings

Flora Woltran (Korresp. Autor*in), Susanne Schwab

Veröffentlichungen: Beitrag in FachzeitschriftArtikelPeer Reviewed

Abstract

Countries are increasingly adopting policies that segregate students by language proficiency, facing criticism for potentially reinforcing inequalities. This article provides a systematic review of 24 empirical studies published between 2014 and 2023, focusing on educators' experiences in segregated language learning settings (SLLS). The findings show that many teachers strive to support students' multilingualism and use their agency to counteract the adverse effects of SLLS. However, educators often hold monolingual ideologies, which leads them to overlook the benefits of utilizing students' full linguistic abilities. The findings underscore the urgent need to promote critical language awareness in educational policy and practice.

OriginalspracheEnglisch
Aufsatznummer104939
Seiten (von - bis)1-10
FachzeitschriftTeaching and teacher education
Jahrgang156
Frühes Online-Datum17 Jan. 2025
DOIs
PublikationsstatusElektronische Veröffentlichung vor Drucklegung - 17 Jan. 2025

ÖFOS 2012

  • 503032 Lehr- und Lernforschung

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