Implementation of Teacher Training: Providing Specialized Training for Teachers to Handle Multilingual Classrooms Effectively
Article Sidebar
Main Article Content
Abstract
The rapid globalization and increased migration have led to a significant rise in multilingual classrooms. This dynamic presents unique challenges and opportunities in educational settings, necessitating specialized training for teachers. The increasing diversity in classrooms requires teachers to have the necessary skills and knowledge to cater to the needs of multilingual students. The findings and discussions highlight the benefits of specialized training for teachers and its impact on student outcomes. This article examines the implementation of teacher training programs focused on equipping educators with the skills and strategies needed to effectively manage and teach in multilingual environments. The article reviews literature on the challenges faced by teachers in multilingual classrooms and the impact of specialized training on teacher effectiveness. The method section outlines the various training programmes available for teachers and their effectiveness. Drawing on data from recent studies, statistics, and case examples, the paper examines the effectiveness of these training programmes and offers recommendations for future practice. The findings suggest that specialised training significantly improves teachers' ability to manage multilingual classrooms, promotes inclusive education, and enhances student outcomes. The conclusion emphasises the need for ongoing professional development for teachers in multilingual settings.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Baker, C. (2020). Foundations of Bilingual Education and Bilingualism. Multilingual Matters.
Bialystok, E. (2020). The Benefits of Multilingualism. Trends in Cognitive Sciences, 24(8), 595-605.
British Council. (2019). The Value of Languages. Retrieved from https://www.britishcouncil.org/research-policy-insight/research-reports/value-languages
Brown, A. (2023). Professional Development for Teachers in Multilingual Education. Journal of Teacher Education, 18(4), 76-89.
Crispel, O., & Kasperski, R. (2019). The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms. International Journal of Inclusive Education, 25(9), 1079–1090. https://doi.org/10.1080/13603116.2019.1600590
Cummins, J. (2021). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
Eliane Lorenz, Anna Krulatz, Eivind Nessa Torgersen, Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice, Teaching and Teacher Education, Volume 105, 2021, 103428, ISSN 0742-051X, https://doi.org/10.1016/j.tate.2021.103428.
Finch, K., Theakston, A., & Serratrice, L. (2018). Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences. The Language Learning Journal, 48(5), 628–642. https://doi.org/10.1080/09571736.2018.1448432
Garcia, L., & Martinez, R. (2021). Cultural Diversity in the Classroom: Implications for Teaching Practice. Educational Psychology Review, 25(1), 67-82.
García, O., & Wei, L. (2015). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
Günther-van der Meij, Mirjam et al. “Including multiple languages in secondary education: A translanguaging approach.” European Journal of Applied Linguistics 8 (2020): 106 - 73.
Heineke, A. J., & Davin, K. J. (2023). The Role of Teacher Preparation Programs in Promoting Multilingual Education. Educational Policy Analysis Archives, 31, 56.
Hornberger, N. H., & Link, H. (2020). Translanguaging and Translanguaging Pedagogy. Language and Education, 34(4), 325-340.
Illman, V., & Pietilä, P. (2018). Multilingualism as a resource in the foreign language classroom. ELT Journal, 72(3), 237–248. https://doi.org/10.1093/elt/ccx073
Johnson, E. (2022). Culturally Relevant Content in Teacher Training. Multicultural Education Review, 5(3), 112-125.
Jones, L. (2021). Culturally Responsive Teaching in Multilingual Classrooms. International Journal of Multicultural Education, 5(3), 112-125.
Jong, Ester J. de. “Preparing Mainstream Teachers for Multilingual Classrooms.” Association of Mexican American Educators Journal 7 (2013): 40-49.
Kramsch, C. (2023). The Multilingual Subject. Oxford University Press.
Krulatz, A., Christison, M., Lorenz, E., & Sevinç, Y. (2022). The impact of teacher professional development on teacher cognition and multilingual teaching practices. International Journal of Multilingualism, 21(2), 711–727. https://doi.org/10.1080/14790718.2022.2107648
Krulatz, Anna, Georgios Neokleous, and Eliane Lorenz. 2023. "Learning and Teaching of English in the Multilingual Classroom: English Teachers’ Perspectives, Practices, and Purposes" Languages 8, no. 2: 121. https://doi.org/10.3390/languages8020121
Lee, S., & Kim, J. (2023). Simulated Classroom Scenarios for Multilingual Education. Teaching and Learning Journal, 8(4), 201-215.
Lee, S., & Kim, M. (2023). Language Proficiency and Academic Performance in Multilingual Classrooms. Language Learning Journal, 30(4), 321-335.
Lucas, T., & Villegas, A. M. (2020). Preparing Linguistically Responsive Teachers. Journal of Teacher Education, 71(4), 453-467.
Makarova, E., & Terekhova, V. (2023). Multilingualism in Education: Challenges and Opportunities. Journal of Multilingual and Multicultural Development, 44(2), 179-195.
Raees Calafato, Teachers’ reported implementation of multilingual teaching practices in foreign language classrooms in Norway and Russia, Teaching and Teacher Education, Volume 105, 2021, 103401, ISSN 0742-051X, https://doi.org/10.1016/j.tate.2021.103401.
Raud, Nina & Orehhova, Olga. (2020). Training teachers for multilingual primary schools in Europe: key components of teacher education curricula. International Journal of Multilingualism. 19. 1-13. https://doi.org/10.1080/14790718.2020.1718678
Smith, A., Jones, B., & Davis, C. (2021). Enhancing Language Acquisition Strategies in Multilingual Classrooms. Journal of Education, 10(2), 45-60.
Tuimebayeva, Gulimzhan, Shagrayeva, Bibigul, Kerimbayeva, Kulyash, Shertayeva, Naila, Bitemirova, Aliya and Abdurazova, Perizat. "Developing Multilingual Competence in Future Educators: Approaches, Challenges, and Best Practices" Open Education Studies, vol. 6, no. 1, 2024, pp. 20240020. https://doi.org/10.1515/edu-2024-0020
UNESCO. (2024). Multilingual Education for Economic Opportunities. UNESCO Publishing.
UNESCO. (2024). Promoting Multilingualism in Education: Policy Guidelines. Paris: UNESCO Publishing.
Wei, L. (2024). Multilingualism in the Education of Minority Children. Clevedon: Multilingual Matters.
Xuesong (Andy) Gao, Weijia Yang, Multilingualism and language teacher education, System, Volume 118, 2023, 103127, ISSN 0346-251X,
Ziegler, G. Multilingualism and the language education landscape: challenges for teacher training in Europe. Multiling.Ed. 3, 1 (2013). https://doi.org/10.1186/2191-5059-3-1
https://doi.org/10.1016/j.system.2023.103127. https://pure.rug.nl/ws/files/119042544/_European_Journal_of_Applied_Linguistics_Incluhttps://learningportal.iiep.unesco.org/en/blog/promoting-multilingual-approaches-in-teaching-and-learning https://lingvist.com/blog/how-to-manage-multilingual-classrooms-training-community-and technology/ding_multiple_languages_in_secondary_education_A_translanguaging_approach.pdf