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Differences in English teachers' beliefs and practices and inequity in Austrian English language education: could plurilingual pedagogies help close the gap?

Erling, Elizabeth J. ; Foltz, Anouschka ; Wiener, Melanie

International journal of multilingualism, 2021-10, Vol.18 (4), p.570-585 [Periódico revisado por pares]

Abingdon: Routledge

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Título:
Differences in English teachers' beliefs and practices and inequity in Austrian English language education: could plurilingual pedagogies help close the gap?
Autor: Erling, Elizabeth J. ; Foltz, Anouschka ; Wiener, Melanie
Assuntos: Academic achievement ; Achievement Tests ; Attitude Change ; Austria ; Beliefs ; Bilingual education ; Classroom practice ; Classroom Techniques ; Classrooms ; Comparative Analysis ; Education ; Educational research ; English (Second Language) ; English as a second language ; English language ; English language education ; English teachers ; Equal Education ; Equity ; Foreign Countries ; German ; German as a second language ; Immigrants ; Inequality ; Institutional Characteristics ; Language instruction ; Language Teachers ; Language Tests ; Language Usage ; Low income groups ; Middle school students ; Middle School Teachers ; Middle schools ; Motivation ; Multilingualism ; Outcomes of Education ; plurilingual pedagogies ; Second Language Instruction ; Second Language Learning ; Secondary School Teachers ; Secondary schools ; Socioeconomic status ; Student attitudes ; Student Motivation ; Students ; Teacher Attitudes ; Teachers ; Teaching Methods ; Track System (Education) ; tracking
É parte de: International journal of multilingualism, 2021-10, Vol.18 (4), p.570-585
Descrição: Educational research in Austria has demonstrated that early tracking into academic secondary schools and middle schools results in inequities for students with low socioeconomic status, from migration backgrounds and/or with German as an additional language. It has also found gaps in performance between students in the two school types, including in English. To better understand the reasons for this, we collected data from teachers in both school types about their beliefs and classroom practices. Teachers in academic secondary schools indicate higher achievement levels for English amongst their students compared to teachers in middle schools. Descriptive and inferential analyses reveal higher perceived levels of motivation amongst academic secondary school compared to middle school students, and students' perceived level of motivation influenced English language outcomes in both school types. Moreover, there were significant differences aligning with school type in teachers' reported language use in the classroom and their perceptions of students' access to English outside of school. These findings suggest factors that contribute to gaps in achievement in English language education according to school type. The article closes by considering how plurilingual pedagogies might be employed to transform beliefs, alleviate disadvantage and support equity in English language education in Austria and beyond.
Editor: Abingdon: Routledge
Idioma: Inglês

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Differences in English teachers' beliefs and practices and inequity in Austrian English language education: could plurilingual pedagogies help close the gap?

Erling, Elizabeth J. ; Foltz, Anouschka ; Wiener, Melanie

Abingdon: Routledge

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