Allgemeiner Suchbereich: veröffentlichte Projektbeschreibungen
View Public Project: Bildungsungleichheit im Englischunterricht [PR186782]
| Beginnjahr 2022 | Abschlussjahr 2026 |
Institutionendurchführende Institutionen übergeordnete InstitutionenPersonenProjektleiterInnen+Ansprechpersonen |
| Ländercode Österreich | Sprachcode Deutsch | |
| Schlagwörter Deutsch | Mehrsprachigkeit, Österreich, Deutsch als Zweitsprache, Englischunterricht, Bildungsferne Schichten | |
| Abstrakt | Wider research context: This is an unprecedented investigation of the underperformance of students with lower socioeconomic status and German as an additional language in English language education in Austria. An intersectional, translanguaging lens and a powerful combination of methodologies will provide insight into teachers’ beliefs about multilingualism and multilingual practice, how they relate to their students’ success in English learning, and how these beliefs might change. The evidence-base generated will afford a distinctive basis for recommendations to sustainably address underperformance in English language education in Austria and beyond. Research questions: This study seeks to investigate the overarching research questions of whether and, if so, how implicit beliefs, explicit beliefs and self-reported language practices contribute to the established educational disadvantage of students with lower socioeconomic status and German as an additional language in English language education in Austria. It will explore this question through four sub-studies, involving in-service teachers, pre-service teachers and students. The final sub-study will be a cross-studies analysis exploring the intersections and relationships between the findings of sub-studies 1-3. In addressing the research questions, the study will test several hypotheses about how beliefs and language practices relate to the English learning abilities of students with lower SES and GAL, particularly in diverse urban schools. Approach: This project employs a mixed method approach to investigate in-service and pre-service teachers’ beliefs about students’ language learning ability, multilingualism and practices. These will be compared with students’ beliefs and reported practices. Explicit belief questionnaires and new implicit belief measures (the IAT), focus group discussions with teachers and students, and arts-based approaches will be used. Comparisons will be drawn between school types, in- and pre-service teachers and teachers and students. Level of originality: This project addresses a gap in applied linguistic research by focusing on non-elite learners and learners of English as a third language. The innovative combination of theoretical approaches shows how a range of factors intersect to yield inequity. The design brings together established and new qualitative and quantitative methods to understand social and psychological aspects of English learning. It involves the creation of pioneering, new tools that will have widespread application in research and teacher education contexts internationally, e.g. an IAT for investigating beliefs about multilingual practice and arts-based approaches to explore out-of-school multilingual practice involving English. The Primary Researcher involved is the applicant. | |
| Internet (pages + downloads) | ||
| Hauptkategorie(n) | Bildungsinhalt (Themenfeld) Soziales Umfeld (Gesellschaft, Kultur, Sprache und Religion) Sprachen | |
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