Abstract

The present study looks at pre-service teachers’ beliefs about multilingualism in school and to what extent these can be influenced. It is based on the pre- and post-test evaluation of a seminar concept promoting linguistically responsive teaching, which was tested with N = 27 pre-­service teachers in Germany during the course of one semester. The evaluation was conducted using the DaZKom-beliefs survey, which measures pre-service teachers’ beliefs about (1) Linguistic Responsiveness, (2) Responsibility for Language Facilitation, and (3) Valuing Multilingualism in a linguistically heterogeneous classroom. The study concentrates on the following questions: Does the course on linguistically responsive teaching have an effect on pre-service teachers’ beliefs towards multilingualism in school? Do the scales reflect the course structure and its contents? The results suggest that the course had a positive impact on pre-service teachers’ beliefs particularly with respect to the two scales (2) Responsibility for Language Facilitation and (3) Valuing Multilingualism that correspond closely with the course contents. The overall effect including all scales was highly significant. These findings provide further insight for teacher training programs as to if and how far it is possible to influence beliefs by means of targeted learning opportunities.

摘要

本研究着眼于职前教师对学校使用多种语言的信念，以及这些信念在多大程度上可以受到影响。它基于对促进语言响应式教学的研讨会概念的测试前和测试后评估，该概念在一个学期中与德国的N = 27名职前教师进行了测试。评估是使用DaZKom信念调查进行的，该调查测量了职前教师对（1）语言反应能力，（2）语言促进责任和（3）在语言异构教室中重视多语言能力的信念。该研究集中于以下问题：语言响应式教学课程是否会影响岗前教师对学校使用多种语言的信念？量表是否反映了课程结构及其内容？结果表明，该课程对职前教师的信念产生了积极影响，特别是在两个方面：（2）语言促进的责任感和（3）重视与课程内容密切相关的多种语言。包括所有规模在内的总体影响都非常显着。这些发现为教师培训计划提供了进一步的见解，以了解是否可以通过有针对性的学习机会影响信仰，以及在多远的程度上影响信仰。