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Breaking out of L2-exclusive pedagogies : teachers valorizing immigrant pupilsU+2019 multilingual repertoire in urban dutch-medium classrooms
Book Contribution - Chapter
This chapter explores the outcomes of an evaluation study into a local multilingual education initiative promoting a type of pedagogical translanguaging. It was conducted in urban elementary classrooms in a subnational context (Flanders, Belgium) where a monolingual language ideology prevails. The qualitative data from this study on teacher practice indicated tentative steps towards translanguaging, rather than a profound transformation of a monolingual into a multilingual learning environment. We observed the practices of both preschool and primary school teachers. While preschool teachers showed greater openness to inclusion of childrenU+2019s first languages (L1U+2019s) for their socioemotional benefits, primary school teachers showed more interest in L1U+2019s as a cognitive resource and showed a greater tendency to restrict the emerging U+2018multilingual spacesU+2019 in classroom. An important lesson of the study is that pedagogical translanguaging faces both the persistent influence of the monolingual context, which is taken for granted, and a pedagogical ideology which highlights constant teacher control as a prerequisite for effective classroom and learning management.
Book: The multilingual edge of education
Pages: 285 - 311