CoChat
Sign Up
Cited by 49Multilingual Education and PolicySecond Language Learning and TeachingEFL/ESL Teaching and Learning

The DOI matches its Crossref record, with a small difference in title or year; 28 of the 29 references it cites were found in a registry or an index.

Negotiating language ideologies: pre-service teachers’ perspectives on multilingual practices in mainstream education

Iversen, Jonas Yassin·2021·International Journal of Multilingualism
DOI 10.1080/14790718.2019.1612903
Open this paper in CoChat — free account

Abstract

This study investigates how pre-service teachers (PSTs) negotiate an understanding of which multilingual practices are legitimate in mainstream education in Norway. Data were collected through seven focus groups with 24 PSTs participating in their first field placement. I designed three fictive vignettes about multilingual students in mainstream education, and these were introduced and discussed in the focus groups. The analysis of the PSTs’ discussions of multilingual practices in mainstream education drew on Ruiz’s framework of language ideologies and Bakhtin’s concept of heteroglossia. The analysis shows how the PSTs were concerned with the needs of the class, of the teacher and of the multilingual students when multilingual practices were introduced to mainstream classrooms. The PSTs drew on different language ideologies to determine which multilingual practices were legitimate. The results indicate that the PSTs considered multilingual practices to be legitimate if they did not compromise group work nor challenged Norwegian as the language of instruction. However, the results also show a potential to work with PSTs in order to develop awareness of their own heteroglossic language ideologies. This study suggests that teacher educators can use focus groups to achieve this goal.

Overview

Integrity signals

Registry

Crossref · 10.1080/14790718.2019.1612903

Cites

28 of 28 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 29 references

Research works printed but not linked: 8

  1. Bakhtin M. M., 1986, Speech genre and other late essays, 60
  2. Engen T. O., 2010, Nasjonale minoriteter i det flerkulturelle Norge, 121
  3. Engen T. O., 2011, Lærerutdanningsfag, forskning og forskerutdanning: Bidrag til kunnskapsområder i endring, 15
  4. Kulbrandstad L. A., 2007, Nordisk Pedagogik, 27, 357
  5. Macías R. F., 1979, Georgetown University round table on language and linguistics, 86
  6. Mazak C. M., 2017, Translanguaging in higher education: Beyond monolingual ideologies
  7. Randen G. T., 2015, Refleksjon & relevans. Språklig og kulturelt mangfold i lærerutdanningene, 65
  8. Sandøy H., 2004, Den fleirspråklege utfordringa, 7

Cited by

Sorted by citations

See all 49

Related

Metadata

Authors
Iversen, J. Y.
Affiliations
University of Inland Norway (NO)
Corresponding author
Iversen, Jonas Yassin
ORCID
Iversen, Jonas Yassin
Venue
International Journal of Multilingualism
Publisher
Informa UK Limited
Published
2019-05-11
Volume
18
Issue
3
Pages
421-434
ISSN
  • 1479-0718 (ISSN-L)
  • 1747-7530
DOI
10.1080/14790718.2019.1612903
OpenAlex
W2943966362
Cited by
49
References
29
Citations by year
2026: 5 · 2025: 7 · 2024: 8 · 2023: 13 · 2022: 6 · 2021: 6 · 2020: 3 · 2019: 1
FWCI
14.47
Type
journal article
Language
en
Open access
closed
Locations
International Journal of Multilingualism (publishedVersion)
Topics
  • Social Sciences › Linguistics and Language › Multilingual Education and Policy
  • Social Sciences › Linguistics and Language › Second Language Learning and Teaching
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
language ideology, pre-service teachers, multilingual practices, mainstream education, heteroglossia, multilingual learners, teacher professional development, practicum, vignettes, group work, teacher educators

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review