oa Teachers’ beliefs in multilingual education in the Basque country and in Friesland

MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.

Teachers’ beliefs in multilingual education in the Basque country and in Friesland

PDF 2.12MB
Add to favourites

The full text of this article is not currently available.

Data & Media loading...


Full text loading...


Arocena, E. , & Gorter, D
(2013) The multilingual classroom in primary education in the Basque Country and in Friesland: Beliefs of teachers and their language practices. Leeuwarden/Ljouwert: Mercator European Research Centre on Multilingualism and Language Learning.
Arteagoitia, I. , & Howard, L
(2015) The role of the native language in the literacy development of Latino students in the U.S. In J. Cenoz & D. Gorter (Eds.), Multilingual education: between language learning and translanguaging (pp.61–83). Cambridge: Cambridge University Press.
Ballinger, S
(2013) Towards a cross-linguistic pedagogy: Biliteracy and reciprocal learning strategies in French immersion. Journal of Immersion and Content-Based Language, 1(1), 131–148. doi: 10.1075/jicb.1.1.06bal
Barahona, M
(2014) Pre-service teachers’ beliefs in the activity of learning to teach English in the Chilean context. Cultural-Historical Psychology, 10(2), 116–122.
Basturkmen, H
(2012) Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40, 282–295. doi: 10.1016/j.system.2012.05.001
Borg, S
(2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81–109. doi: 10.1017/S0261444803001903
(2006) Teacher cognition and language education: Research and practice. London: Continuum.
(2011) The impact of in-service education on language teachers’ beliefs. System, 39, 370–380. doi: 10.1016/j.system.2011.07.009
Cenoz, J
(2009) Towards multilingual education: Basque educational research from an international perspective. Bristol: Multilingual Matters.
Cenoz, J. , & Gorter, D
(2011) Focus on multilingualism: A study of trilingual writing. The Modern Language Journal, 95, 356–369. doi: 10.1111/j.1540‑4781.2011.01206.x
(2014) Focus on multilingualism as an approach in educational contexts. In A. Creese & A. Blackledge (Eds.), Heteroglossia as practice and pedagogy (pp.239–254). Berlin: Springer. doi: 10.1007/978‑94‑007‑7856‑6_13
(Eds.) (2015) Multilingual education: Between language learning and translanguaging. Cambridge: Cambridge University Press.
Chimbutane, F
(2013) Codeswitching in L1 and L2 learning contexts: Insights from a study of teacher beliefs and practices in Mozambican bilingual education programmes. Language and Education, 27(4), 314–328. doi: 10.1080/09500782.2013.788022
Creese, A. , & Blackledge, A
(2010) Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. The Modern Language Journal, 94, 103–115. doi: 10.1111/j.1540‑4781.2009.00986.x
Cummins, J
(2007) Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10, 221–240.
(2014) Rethinking pedagogical assumptions in Canadian French immersion programs. Journal of Immersion and Content-Based Language Education, 2(1), 3–22. doi: 10.1075/jicb.2.1.01cum
De Angelis, G
(2011) Teachers’ beliefs about the role of prior language knowledge in learning and how these influence teaching practices. International Journal of Multilingualism, 8(3), 216–234. doi: 10.1080/14790718.2011.560669
Fischl, D. , & Sagy, S
(2005) Beliefs about teaching, teachers and schools among pre-service teachers: The case of Israeli-Bedouin students. Language, Culture and Curriculum, 18(1), 59–71. doi: 10.1080/07908310508668733
García, O
(Ed.) (2009) Bilingual education in the 21st century: A global perspective. Chichester, UK: Wiley-Blackwell.
García, O. , & Wei, L
(2014) Translanguaging: Language, bilingualism and education. New York, NY: Palgrave Macmillan. doi: 10.1057/9781137385765
Gorter, D. , & Cenoz, J
(2011) Multilingual education for European minority languages: Innovative approaches in the Basque Country and Friesland. International Review of Education, 57(5), 651–666. doi: 10.1007/s11159‑011‑9248‑2
Gorter, D. , Zenotz, V. , Etxague, X. , & Cenoz, J
(2014) Multilingualism and European minority languages: The case of Basque. In D. Gorter , V. Zenotz & J. Cenoz (Eds.), Minority languages and multilingual education: Bridging the local and the global (pp.278–301). Berlin: Springer. doi: 10.1007/978‑94‑007‑7317‑2
Griva, E. , & Chostelidou, D
(2012) Multilingual competence development in the Greek educational system: FL teachers’ beliefs and attitudes. International Journal of Multilingualism, 9(3), 257–271. doi: 10.1080/14790718.2011.626857
Heugh, K
(2015) Epistemologies in multilingual education: Translanguaging and genre — companions in conversation with policy and practice. Language and Education, 29(3), 280–285. doi: 10.1080/09500782.2014.994529
Jeoffrion, C. , Marcouyeux, A. , Starkey-Perret, R. , Narcy-Combes, M.F. , & Birkan, I
(2014) From multilingualism to plurilingualism: University students’ beliefs about language learning in a monolingual context. Language, Culture and Curriculum, 27(1), 8–26. doi: 10.1080/07908318.2014.887724
Lewis, G. , Jones, B. , & Baker, C
(2012) Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation: An International Journal on Theory and Practice, 18(7), 641–654. doi: 10.1080/13803611.2012.718488
Lucero, M. , Valcke, M. , & Schellens, T
(2013) Teachers’ beliefs and self-reported use of inquiry in science education in public primary schools. International Journal of Science Education, 35(8), 1407–1423. doi: 10.1080/09500693.2012.704430
Luk, G.N.Y. , & Lin, A.M.Y
(2015) L1 as a pedagogical resource in building students’ L2 academic literacy: Pedagogical innovation in a science classroom in a Hong Kong school. In J. Cenoz & D. Gorter (Eds.), Multilingual education: Between language learning and translanguaging (pp.16–34). Cambridge: Cambridge University Press.
Lyster, R. , Quiroga, J. , & Ballinger, S
(2013) The effects of biliteracy instruction on morphological awareness. Journal of Immersion and Content-Based Language Education, 1(2), 169–197. doi: 10.1075/jicb.1.2.02lys
Nishino, T
(2012)  Modeling teacher beliefs and practices in context: A multimethods approach. The Modern Language Journal, 96, 380–399. doi: 10.1111/j.1540‑4781.2012.01364.x
Pajares, F
(1992) Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332. doi: 10.3102/00346543062003307
Riemersma, A. , & de Vries, S
(2011) Trilingual primary education in Fryslân. In I. Bangma , C. van der Meer , & A. Riemersma (Eds.), Trilingual primary education in Europe (pp.46–67). Leeuwarden/Ljouwert: Mercator European Research Centre on Multilingualism and Language Learning.
Swain, M. , & Lapkin, S
(2013) A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content-Based Language Education, 1(1), 101–129. doi: 10.1075/jicb.1.1.05swa
Yang, L. , & Gao, S
(2013) Beliefs and practices of Chinese university teachers in EFL writing instruction. Language, Culture and Curriculum, 26(2), 128–145. doi: 10.1080/07908318.2013.794817 doi: 10.1080/07908318.2013.794817
Young, T.J. , & Walsh, S
(2010) Which English? Whose English? An investigation of ‘non-native’ teachers’ beliefs about target varieties. Language, Culture and Curriculum, 23(2), 123–137. doi: 10.1080/07908311003797627
This is a required field
Please enter a valid email address