<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>In light of the growing diversity in European and Slovenian schools, equity-centered plurilingual pedagogies have gained prominence across the political, educational, and scientific spectrum. This gives particular weight to this study, which aims to contribute to the understanding of the complexity of factors that promote the mainstreaming of plurilingual pedagogies. The concept of Linguistically Sensitive Teaching (LST) was used as a lens to study pre-service teachers’ perceptions of plurilingual pedagogies in their educational context. More specifically, the study aims to examine pre-service teachers’ perceptions of the relevance of plurilingual pedagogies for their future profession and their understanding of the teachers’ competence in regard to the implementation of plurilingual pedagogies in Slovenian schools. Data from 27 pre-service primary education teachers from the University of Ljubljana of the Faculty of Education were examined. Reflection prompts were used to stimulate and guide the critical engagement of participants within the context of LST: a video, a document, and a SWOT analysis template. The findings illustrate pre-service teachers’ awareness of the relevance and the benefits of plurilingual pedagogies for their profession and their understanding of the complexity of factors, specifically in relation to teachers’ knowledge, attitudes, and skills that promote the mainstreaming of plurilingual pedagogies. The study highlights how the reflections of pre-service primary education teachers can support the development of future pre-service teacher training within initial teacher education. As such, it has positive implications for developing teacher education to better respond to the needs of linguistically and culturally diverse classes in today’s schools.</p>
</abstract>

In light of the growing diversity in European and Slovenian schools, equity-centered plurilingual pedagogies have gained prominence across the political, educational, and scientific spectrum. This gives particular weight to this study, which aims to contribute to the understanding of the complexity of factors that promote the mainstreaming of plurilingual pedagogies. The concept of Linguistically Sensitive Teaching (LST) was used as a lens to study pre-service teachers’ perceptions of plurilingual pedagogies in their educational context. More specifically, the study aims to examine pre-service teachers’ perceptions of the relevance of plurilingual pedagogies for their future profession and their understanding of the teachers’ competence in regard to the implementation of plurilingual pedagogies in Slovenian schools. Data from 27 pre-service primary education teachers from the University of Ljubljana of the Faculty of Education were examined. Reflection prompts were used to stimulate and guide the critical engagement of participants within the context of LST: a video, a document, and a SWOT analysis template. The findings illustrate pre-service teachers’ awareness of the relevance and the benefits of plurilingual pedagogies for their profession and their understanding of the complexity of factors, specifically in relation to teachers’ knowledge, attitudes, and skills that promote the mainstreaming of plurilingual pedagogies. The study highlights how the reflections of pre-service primary education teachers can support the development of future pre-service teacher training within initial teacher education. As such, it has positive implications for developing teacher education to better respond to the needs of linguistically and culturally diverse classes in today’s schools.

Pre-Service Teachers’ Perceptions of Plurilingual Pedagogies

Sustainable Multilingualism

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Pre-Service Teachers\u2019 Perceptions of Plurilingual Pedagogies"}

In light of the growing diversity in European and Slovenian schools, equity-centered plurilingual pedagogies have gained prominence across the political,...

Pre-Service Teachers’ Perceptions of Plurilingual Pedagogies

Publié en ligne: 04 juil. 2022

Pages: 69 - 93

DOI: https://doi.org/10.2478/sm-2022-0004

Mots clés
competence for plurilingual teaching, initial teacher education, plurilingual pedagogies, pre-service teachers, Slovenia

© 2022 Tjaša Dražnik, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Pre-Service Teachers’ Perceptions of Plurilingual Pedagogies

Publié en ligne: 04 juil. 2022

Pages: 69 - 93

DOI: https://doi.org/10.2478/sm-2022-0004

Mots cléscompetence for plurilingual teaching, initial teacher education, plurilingual pedagogies, pre-service teachers, Slovenia

© 2022 Tjaša Dražnik, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
competence for plurilingual teaching, initial teacher education, plurilingual pedagogies, pre-service teachers, Slovenia