“We are Multilingual now. What to do?” Teachers’ Perspectives on the Shift From a Monolingual to a Multilingual Educational Setting

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F25%3A00143564" target="_blank" >RIV/00216224:14410/25:00143564 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.waxmann.com/buecher/Multilingual-Education-in-the-Flow" target="_blank" >https://www.waxmann.com/buecher/Multilingual-Education-in-the-Flow</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

“We are Multilingual now. What to do?” Teachers’ Perspectives on the Shift From a Monolingual to a Multilingual Educational Setting

Popis výsledku v původním jazyce

The migration wave from Ukraine in 2022 fundamentally changed the linguistic landscape in Czech schools. Since there is a lack of studies investi gating experiences with addressing the challenges posed by the sudden increase in migration-driven multilingualism in schools, this study aims to examine (1) teachers’ self-reported experiences during the unexpected influx of pupils from Ukraine into schools in the Czech Republic and (2) teachers’ self-reported prac tices for dealing with linguistic diversity based on (individual) experiences. The study is contextualized within the current state of multilingualism in the Czech Republic. Further, a theoretical framework is provided, focusing on multilingual ism, language policies in education, and the role of teachers in handling multi lingualism in schools. In the following section, the methodology of the study is presented. Eight interviews with teachers were conducted and analyzed using qualitative content analysis. The findings suggest that schools had autonomy in making decisions regarding pedagogical measures, and teachers perceived a satisfactory level of support at the school level. Teacher’s approaches did not undergo significant changes from what they were accustomed to prior to the influx of pupils from Ukraine. Notable differences primarily revolved around an increased emphasis on differentiation, efforts to incorporate pupils’ family languages and language adaptations of teaching materials. However, a prevail ing notion was the recognition of the Czech language as the primary language of instruction. Our results provide insights into the transition from (imagined) monolingual schools to multilingual ones.

Název v anglickém jazyce

“We are Multilingual now. What to do?” Teachers’ Perspectives on the Shift From a Monolingual to a Multilingual Educational Setting

Popis výsledku anglicky

The migration wave from Ukraine in 2022 fundamentally changed the linguistic landscape in Czech schools. Since there is a lack of studies investi gating experiences with addressing the challenges posed by the sudden increase in migration-driven multilingualism in schools, this study aims to examine (1) teachers’ self-reported experiences during the unexpected influx of pupils from Ukraine into schools in the Czech Republic and (2) teachers’ self-reported prac tices for dealing with linguistic diversity based on (individual) experiences. The study is contextualized within the current state of multilingualism in the Czech Republic. Further, a theoretical framework is provided, focusing on multilingual ism, language policies in education, and the role of teachers in handling multi lingualism in schools. In the following section, the methodology of the study is presented. Eight interviews with teachers were conducted and analyzed using qualitative content analysis. The findings suggest that schools had autonomy in making decisions regarding pedagogical measures, and teachers perceived a satisfactory level of support at the school level. Teacher’s approaches did not undergo significant changes from what they were accustomed to prior to the influx of pupils from Ukraine. Notable differences primarily revolved around an increased emphasis on differentiation, efforts to incorporate pupils’ family languages and language adaptations of teaching materials. However, a prevail ing notion was the recognition of the Czech language as the primary language of instruction. Our results provide insights into the transition from (imagined) monolingual schools to multilingual ones.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Multilingual Education in the Flow Research-based Approaches to Teaching in Times of Global Opportunities and Challenges

ISBN

9783818800734

Počet stran výsledku

28

Strana od-do

99-126

Počet stran knihy

152

Název nakladatele

Waxmann Verlag

Místo vydání

Münster

Kód UT WoS kapitoly

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