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Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues
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Advisor(s)
Abstract(s)
A Europa é uma realidade linguística diversa e heterogénea que enfrenta o desafio de educar uma
população cada vez mais multicultural e multilingue. Os professores de língua(s) são atores nesta
realidade, promovendo o multilinguismo e integrando a diversidade. Portugal não foge ao paradigma
do multilinguismo e as escolas e professores portugueses vão-se adaptando a uma realidade que, não
sendo nova, tem novos contornos. Neste artigo, analisam-se as conceções de professores portugueses
sobre multilinguismo e as práticas educativas desenvolvidas em salas de aula multilingues por eles
referidas. Os participantes foram 505 professores de todos os ciclos de ensino a lecionar em salas de
aula multilingues. O instrumento utilizado foi um questionário criado pelo Grupo Multilingue da Rede
Europeia de Literacia traduzido e adaptado para Portugal que foi respondido online. Os resultados
mostram uma baixa concentração de imigrantes por turma, o lugar de destaque do inglês como segunda
língua, professores com uma atitude de abertura face à diversidade linguística, multilingues e
esclarecidos acerca do multilinguismo, valorizando a língua e cultura dos estudantes. Acreditam que
o conhecimento de línguas se constitui como uma mais-valia no desenvolvimento académico e
cognitivo dos estudantes.
Europe is a diverse and heterogeneous linguistic community that faces the challenge of educating an increasingly multicultural and multilingual population. Language teachers are key players on this regard as they may foster multilingualism and contribute to students’ inclusion in their classrooms. Portugal is no exception and Portuguese schools and teachers are adapting to an increasingly multilingual society, a situation that is not entirely new but nevertheless presents new challenges. In the present article, we analyse teachers’ conceptions regarding multilingualism in Portugal and the educational practices developed in multilingual classrooms. Participants were 505 teachers from all levels of education teaching in multilingual classrooms. A questionnaire created by the multilingual group of the European Literacy Network translated and adapted for Portugal was answered online. The results show a low concentration of immigrant children per class, the prominent role of English as a second language, teachers with an open attitude towards linguistic diversity, who are multilingual and aware of multilingualism, and value the language and culture of their students. They believe that being able to master different languages is an asset to the students' academic and cognitive development.
Europe is a diverse and heterogeneous linguistic community that faces the challenge of educating an increasingly multicultural and multilingual population. Language teachers are key players on this regard as they may foster multilingualism and contribute to students’ inclusion in their classrooms. Portugal is no exception and Portuguese schools and teachers are adapting to an increasingly multilingual society, a situation that is not entirely new but nevertheless presents new challenges. In the present article, we analyse teachers’ conceptions regarding multilingualism in Portugal and the educational practices developed in multilingual classrooms. Participants were 505 teachers from all levels of education teaching in multilingual classrooms. A questionnaire created by the multilingual group of the European Literacy Network translated and adapted for Portugal was answered online. The results show a low concentration of immigrant children per class, the prominent role of English as a second language, teachers with an open attitude towards linguistic diversity, who are multilingual and aware of multilingualism, and value the language and culture of their students. They believe that being able to master different languages is an asset to the students' academic and cognitive development.
Description
Keywords
Multilinguismo Conceções dos professores Práticas educativas L1 L2 Multilingualism Teachers’ conceptions Educational practices Immigrants
Citation
Análise Psicológica, 37(4), 493-506.
Publisher
Edições ISPA