The extent and predictors of linguistically responsive teaching in Southwest China

Qian Liu; F. Zehra Colak; Orhan Agirdag

doi:10.1080/13670050.2021.2003293

The extent and predictors of linguistically responsive teaching in Southwest China

Qian Liu, F. Zehra Colak, Orhan Agirdag

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

The study of multilingualism has gained prominence due to increases in linguistically diverse student populations. This paper aims to contribute to research on multilingualism by addressing schoolteachers' beliefs and practices related to linguistic diversity. A unique sample of 606 teachers across ten minority-dominant schools from Southwest China participated in the survey study. The results show that schoolteachers hold both monolingual and multilingual beliefs. Teachers' beliefs are mainly positive about multilingual education, and they favor supporting multilingual teachers. However, students' home languages are viewed as the barrier to the school success. Furthermore, many teachers rarely implement linguistically responsive teaching practices. A moderate correlation was found between teachers' beliefs and linguistically responsive teaching practices. Additionally, regression analyses show that teachers' linguistically responsive teaching practices can be predicted by age, gender, language background, travel experience, international news exposure, and culturally relevant teacher training. These findings indicate an urgent need for teachers to participate in professional development to become better equipped to advocate for multilingualism and effectively address the realities of language minority students.

Original language	English
Pages (from-to)	3022-3036
Number of pages	15
Journal	International Journal of Bilingual Education and Bilingualism
Volume	25
Issue number	8
Early online date	Nov 2021
DOIs	https://doi.org/10.1080/13670050.2021.2003293
Publication status	Published - 14 Sept 2022
Externally published	Yes

Bibliographical note

Funding Information:
This work was supported by the China Scholarship Council under grant number 201706990026. The authors thank all participating teachers who gave their supports, and Professor Jian Zhang, Mr. Luo, Ms. Liu, and Ms. Yan for their help in the fieldwork. The authors also thank Mr. Vanermen and the anonymous reviewers for their helpful comments.

Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

China
Multilingualism
beliefs
linguistically responsive teaching
schoolteachers

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10.1080/13670050.2021.2003293

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abstract = "The study of multilingualism has gained prominence due to increases in linguistically diverse student populations. This paper aims to contribute to research on multilingualism by addressing schoolteachers' beliefs and practices related to linguistic diversity. A unique sample of 606 teachers across ten minority-dominant schools from Southwest China participated in the survey study. The results show that schoolteachers hold both monolingual and multilingual beliefs. Teachers' beliefs are mainly positive about multilingual education, and they favor supporting multilingual teachers. However, students' home languages are viewed as the barrier to the school success. Furthermore, many teachers rarely implement linguistically responsive teaching practices. A moderate correlation was found between teachers' beliefs and linguistically responsive teaching practices. Additionally, regression analyses show that teachers' linguistically responsive teaching practices can be predicted by age, gender, language background, travel experience, international news exposure, and culturally relevant teacher training. These findings indicate an urgent need for teachers to participate in professional development to become better equipped to advocate for multilingualism and effectively address the realities of language minority students.",

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The extent and predictors of linguistically responsive teaching in Southwest China

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