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Silencing linguistic diversity : the extent, the determinants and consequences of the monolingual beliefs of Flemish teachers

Tijdschriftbijdrage - Tijdschriftartikel

This article aims to deepen our understanding of the dynamic interaction between language policies, school characteristics and teachersU+2019 beliefs about monolingualism. The study takes place in Flanders (Belgium), a region characterized by educational policies which are based on a stringent monolingual ideology. Based on a survey of 775 teachers from across 48 secondary schools, we examined how these policies affected teachersU+2019 beliefs, whether and how teacher beliefs vary between schools, and what the consequences of these beliefs are. The results of our multilevel analysis indicate that teachers strongly adhere to monolingualpolicies, while there are also significant differences across schools, which are related to the ethnic composition of those schools. Furthermore, a stronger adherence to monolingualism was found to trigger teachers to have lower expectations about their students but not about their ability to teach. Finally, implications for policymakers are discussed.
Tijdschrift: INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM
ISSN: 1367-0050
Issue: 5
Volume: 20
Pagina's: 542 - 556
Jaar van publicatie:2017
BOF-keylabel:ja
IOF-keylabel:ja
BOF-publication weight:2
CSS-citation score:4
Auteurs:International
Authors from:Higher Education
Toegankelijkheid:Closed