按语言划分：对隔离语言学习环境下教师观点的系统回顾

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-01-17 DOI:10.1016/j.tate.2025.104939

Flora Woltran , Susanne Schwab

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引用次数: 0

摘要

各国越来越多地采取根据语言能力将学生隔离开来的政策，面临着可能加剧不平等的批评。本文对2014年至2023年间发表的24项实证研究进行了系统回顾，重点关注教育工作者在隔离语言学习环境（SLLS）中的经验。研究结果表明，许多教师努力支持学生的多语能力，并利用他们的代理来抵消SLLS的不利影响。然而，教育工作者往往持有单一语言的意识形态，这导致他们忽视了充分利用学生语言能力的好处。研究结果强调了在教育政策和实践中提高批判性语言意识的迫切需要。

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Divided by language: A systematic review of teacher views in segregated language learning settings

Countries are increasingly adopting policies that segregate students by language proficiency, facing criticism for potentially reinforcing inequalities. This article provides a systematic review of 24 empirical studies published between 2014 and 2023, focusing on educators' experiences in segregated language learning settings (SLLS). The findings show that many teachers strive to support students' multilingualism and use their agency to counteract the adverse effects of SLLS. However, educators often hold monolingual ideologies, which leads them to overlook the benefits of utilizing students' full linguistic abilities. The findings underscore the urgent need to promote critical language awareness in educational policy and practice.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.