Multilingual school population: ensuring school belonging by tolerating multilingualism
Multilingual school population: ensuring school belonging by tolerating multilingualism
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多语言学校人口：通过容忍多语言确保学校归属感
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
M. Houtte
中科院分区：
文献类型：
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作者：
Anouk Van Der Wildt;P. V. Avermaet;M. Houtte
由于移民和全球化，社会变得超级多样化。许多主流课堂教师认为，管理孩子们带到学校的各种语言是具有挑战性的。这通常会导致限制性的语言策略。对多种语言的研究使我们能够深入了解学生的多种语言现实，这使我们能够专注于将这些现实融入学校生活可能如何影响学生的学业成绩和福祉。本研究考察了教师对多种语言的宽容做法如何在学校语言多样性和学生的学校归属感之间起到中介作用。调查数据来自67所佛兰德小学，1255名教师和1761名学生参与其中。逐步多水平模型显示，教师对多种语言的容忍实践在统计上弥补了语言多样性学校对学校归属感的负面影响。
Societies have become super-diverse due to migration and globalization. Many mainstream classroom teachers feel managing the linguistic variety children bring to school is challenging. This often leads to restrictive language policies. Research on multilingualism has given us insight into the multilingual realities of pupils, which allows us to focus on how the integration of these realities in school life might affect pupils’ academic results and well-being. This study examines how teachers’ tolerant practices toward multilingualism might mediate the relationship between schools’ linguistic diversity and pupils’ school belonging. The survey data come from 67 Flemish primary schools, in which 1255 teachers and 1761 pupils participated. Stepwise multilevel modeling showed that teachers’ tolerating practices towards multilingualism statistically compensate for the negative effects of linguistically diverse schools on school belonging.