skip to main content
Language:
Search Limited to: Search Limited to: Resource type Show Results with: Show Results with: Search type Index

Do Multilingual Teachers Make the Difference? Evaluating the Potential Language Resource of Primary School Teachers and Their Cultural Beliefs

Journal of Research in Social Sciences and Language, 2023-06, Vol.3 (1), p.32-49 [Peer Reviewed Journal]

EISSN: 2747-5646

Full text available

Citations Cited by
  • Title:
    Do Multilingual Teachers Make the Difference? Evaluating the Potential Language Resource of Primary School Teachers and Their Cultural Beliefs
  • Author: Sarah Désirée Lange ; Nanine Lilla ; Katharina Kluczniok
  • Subjects: cultural beliefs ; language usage ; migration background ; multilingualism
  • Is Part Of: Journal of Research in Social Sciences and Language, 2023-06, Vol.3 (1), p.32-49
  • Description: This paper explores the language usage of multilingual teachers and how this relates to their cultural beliefs. A key question is whether multilingual primary school teachers’ experiences of language and cultural diversity relate to cultural beliefs different from those of their monolingual colleagues or from multilingual teachers who do not use their first language in the school context (with students or with parents). Conducting secondary analysis of open access data on primary school teachers from the German National Education Panel Study (NEPS), this question is investigated based on propensity score matching for three subsamples. The results show that only 30% of multilingual teachers regularly use their non-German first language with students; when dealing with parents, this proportion drops even further. Moreover, the potential resource of multilingualism does not appear to result in disparities in the cultural beliefs of primary school teachers. The only difference revealed by the analysis was on the subscale of assimilative cultural beliefs, where multilingual teachers tend to hold weaker pronounced beliefs. Overall, the analysis cannot empirically confirm the expected benefits for multilingual elementary teachers using their first language skills.
  • Publisher: Dr. Seyat Polat
  • Language: English
  • Identifier: EISSN: 2747-5646
  • Source: DOAJ Directory of Open Access Journals
Back to results list
INSPIRE LIBRARY - TON DUC THANG UNIVERSITY (84-028) 37 755 057 Feedback
19 Nguyen Huu Tho St. Dist.7, HCM thuvien@tdtu.edu.vn

Copyright © 2017 INSPIRE LIBRARY - TON DUC THANG UNIVERSITY

Searching Remote Databases, Please Wait