- Boğaziçi Üniversitesi Eğitim Dergisi
- Vol: 39-1 Özel Sayı
- Language Teachers' Responses to Multilingual Classrooms: A Linguistic Ideological Perspective
Language Teachers' Responses to Multilingual Classrooms: A Linguistic Ideological Perspective
Authors : Işıl Erduyan, Sezen Bektaş, Hakan Şentürk
Pages : 243-258
Doi:10.52597/buje.1227214
View : 14 | Download : 4
Publication Date : 2022-12-31
Article Type : Research
Abstract :The present study aims to explore English language teachers’ (ELTs) responses to a set of activities regarding multilingualism on an online Continuous Professional Development (CPD) course platform. The CPD was developed in the framework of the Erasmus+ Project, ENRICH (English as a Lingua Franca Practices for Inclusive Multilingual Classrooms) designed to cater for in-service ELTs across five countries and composed of various online modules. Our focus in this paper is on the Multilingualism module of the course that was completed by 15 ELTs working in state schools in Turkey. Taking a linguistic ideological perspective on discourse, we analyzed responses given to two questions embedded in one of the activities in the Multilingualism in the Classroom section of the module regarding teachers’ observations of students’ awareness of multilingualism in their classrooms. As our findings suggest, Turkish ELTs’ responses can be analyzed in three groups each of which suggests a different understanding of multilingualism: a) immigrant minority multilingualism, b) regional minority multilingualism, and c) multilingualism as a result of foreign language instruction at school. We depict in our analyses how each of these categories are intertwined with teachers’ linguistic ideologies.Keywords : Çokdillilik, dil ideolojileri, öğretmen eğitimi