Teachers’ subjective viewpoints about multilingualism – a cross-national comparative research project

Abstract Summary

Abstract :

The importance of teachers’ role in the implementation process of educational reforms is generally accepted. Particularly their subjective perceptions based on context-sensitive networks of knowledge, thoughts and beliefs play a pivotal role in the potential enactment of new policies. This paper compares Q methodological research conducted in two socio-culturally embedded context where a multilingual reality in educational settings is met with a range of different viewpoints about multilingualism. Both, Sweden and Switzerland follow an overt pluralistic education policy. The motto of Swedish compulsory education has long been One school for all, aiming at catering to every pupil’s needs regardless of their linguistic or cultural background. This is achieved by a range of multilingual support measures. Switzerland on the other hand, has recently adopted a new curriculum, where foreign language teaching is clearly based on a language-as-resource orientation. However, these examples show that the predominant perceptions of the concept of multilingualism differ largely in the two contexts under scrutiny. While multilingualism in Sweden is mostly understood as a migration-induced phenomenon, teachers in Switzerland more often than not see it as a result of teaching additional languages. These theoretical understandings disclose substantial differences in the teachers’ mostly covert language policy in the classroom.







The comparative approach of this research project enables us to investigate the potential of professional development regarding multilingualism, the role of a national identity and the difficulties to address teachers’ dilemmas between their professional and personal stance in multilingual contexts in a multifaceted manner.

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