ABSTRACT

The linguistic choices teachers and educators make in their spheres of influence depend on their own language experiences and how these have shaped their thinking. In this article, we draw on teacher beliefs, social activism and language socialisation perspectives to demonstrate the potential impact of the Multilingual Socialisation (M-SOC) tool. This theory-informed tool was designed to: (1) make visible multilingual practices where they exist; (2) establish a link between biographical experiences, actions and beliefs related to multilingual practices in education; and (3) expose educators less familiar with multilingualism in education to practical ideas, thus enabling reflection and inspiration. This is part of a potentially wider collective action project that has the aim of generating greater acceptance of multilingual practices in education. Here, we present and evaluate the first stage of the M-SOC project and a follow-on consultation phase and draw conclusions for future research. The quantitative and qualitative analyses of the first results (n = 81) from our ongoing data collection indicate that the M-SOC tool has a role to play as an effective theory-informed teacher development tool that is able to identify, inform and change teachers’ thinking and intentions regarding their classroom practices.

摘要

教师和教育工作者在其影响范围内做出的语言选择取决于他们自己的语言经历以及这些经历如何塑造了他们的思维。在本文中，我们利用教师信念、社会行动主义和语言社会化的观点来展示多语言社会化 (M-SOC) 工具的潜在影响。这个以理论为基础的工具旨在：(1) 使存在的多语言实践可见；(2) 在与多语言教育实践相关的传记经历、行动和信念之间建立联系；(3) 让不太熟悉多语言教育的教育工作者接触到实用的想法，从而促进反思和启发。这是一个潜在的更广泛的集体行动项目的一部分，其目的是提高教育中多语言实践的接受度。在这里，我们介绍和评估 M-SOC 项目的第一阶段和后续咨询阶段，并为未来的研究得出结论。第一个结果的定量和定性分析（n  = 81）来自我们正在进行的数据收集表明 M-SOC 工具可以作为一种有效的理论指导教师发展工具发挥作用，能够识别、告知和改变教师关于课堂实践的想法和意图。