ABSTRACT

The present study investigated critical incidents in multilingual classrooms from teachers’ perspectives to identify resources to make multilingual classrooms succeed. Our study is embedded in identity theories such as Mead’s symbolic interactionism, translanguaging, and global language theory. The incidents referred to the language of instruction; a discrepancy between age, developmental stage and grade; an overlap between language skills in the language of instruction and disability; and parent contact. Traumas and frustration due to failure were reported by the teachers as playing a crucial role. The incidents showed two different paths. The first path presented incidents coming together with positive conditions, such as students’ willingness to perform well, classmates’ willingness to help, and consideration of students’ language biographies; thus, the events turned to positive consequences for students. The negative path showed teachers’ perceptions that students in monolingual classrooms were frustrated, excluded, and did not perform well when no positive conditions existed. Implications for different actors were outlined.

摘要

本研究从教师的角度调查了多语言课堂中的关键事件，以确定使多语言课堂取得成功的资源。我们的研究植根于身份理论，如米德的符号互动论、跨语言和全球语言理论。事件涉及教学语言；年龄、发育阶段和年级之间的差异；教学语言的语言技能与残疾之间存在重叠；以及家长联系方式。老师们认为，因失败而造成的创伤和沮丧起着至关重要的作用。这些事件显示了两条不同的道路。第一条路径呈现了与积极条件结合在一起的事件，例如学生愿意表现出色、同学愿意提供帮助、以及考虑学生的语言传记；因此，这些事件对学生产生了积极的影响。消极路径表明，在不存在积极条件的情况下，教师认为单语课堂上的学生会感到沮丧、被排斥、表现不佳。概述了对不同参与者的影响。