Abstracts Archive

The European education policy has strongly determined multilingualism to be the main educational goal of language teaching at Swiss compulsory schools (Hutterli, 2012). However,  monolingual beliefs are still present in Swiss foreign language teachers (Barras et al., 2019), and, potentially ham...

Through the lens of L2 identity (Norton, 2013) and narrative inquiry (Bell, 2002; Barkhuizen, 2019), this presentation aims to explore how four English L2 college students in the United States used a large written assignment, the Language Narrative, to reflect on their language learning experiences ...

This contribution to the symposium is based on findings from a mixed-methods study on pre-service teachers' beliefs about multilingualism and language use. A full cohort of pre-service middle school teachers in Germany (n = 259) was surveyed before and after completing a compulsory module on multili...

Since its establishment, Israel has administered and maintained two segregated schooling systems: one for the Jewish (Hebrew-speaking) majority and one for the Palestinian (Arabic-speaking) minority. In July 2018, Israel passed a Nation State Law (NSL) that defined Israel as the homeland of the Jewi...

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In this contribution we challenge teacher education from four different angles that develop around a common core: the advocacy of linguistic diversity and plurality in school settings. Educational systems follow an exclusive structure which both evokes and is further strengthened by deficient pe...

With the aim of qualifying teacher students of all study subjects to deal competently with the linguistic diversity in their future classrooms, language education-relevant topics need to be addressed in teacher training seminars from a linguistic and language didactic perspective. In order to empiri...