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EFL teacher agency in mediating the socialisation of multilingual learners

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Rokita-Jaśkow J.

Glottodidactica

2023

vol. 50

issue 1

191-212

English as a Foreign Language (EFL) teachers are seemingly ideally placed to mediate the successful socialisation of multilingual learners into the new school environment for two major reasons. Firstly, as they have effective command of both L1 and L2 and often have experience of living abroad, they tend to exhibit higher levels of openness to new situations, empathy and understanding of the difficulties faced by multilingual learners. Secondly, the English class can itself be a platform for mutual understanding where learners are able to develop both English communication skills and intercultural competence (cf. Hopp, Jakisch, Sturm, Becker & Thoma 2020; Krulatz, Neokleous & Dahl 2022). As English is the language of instruction, it also has the potential to maintain levels of multilingual competence among those learners who already speak English as their heritage language (Banasiak & Olpińska-Szkiełko 2021), e.g. migrant children returning from the UK/Ireland. Drawing on data from a larger project (Rokita-Jaśkow, Wolanin, Król-Gierat & Nosidlak 2022), which consisted of interviewing 23 primary school EFL teachers in various contexts, this paper analyses the possible factors that impact teacher agency in the socialisation of multilinguals. It has been found that teacher agency in that respect appears to stem from teachers’ plurilingual competence and prior teaching experience. Surprisingly, personal experiences of intercultural encounters (e.g. time spent living abroad) or verbalised empathy, had little impact on teacher agency. This finding implies that even language teachers find it difficult to put themselves in the position of the multilingual learner and need specialist training in order to work with multilingual learners, which may convey an important message for educational decision-makers with reference to the formulation of future teacher education guidelines and curricula.

My i Oni: O językowych wykładnikach wyrażających stosunek nauczycieli do uczniów cudzoziemców w świetle krytycznej analizy dyskursu

63%

Rokita-Jaśkow J.

Annales Universitatis Paedagogicae Cracoviensis. Studia Linguistica

2022

issue 17

200-213

The following study utilises the data from a larger project (Rokita-Jaśkow et al., 2022) with a view to analysing the way in which EFL teachers describe their encounters with multilingual learners in their monolingual classes within critical discourse analysis framework and positioning theory. The analysis showed that the teachers studied position themselves and their students in relation to the newcomers differently depending on the language(s) they speak. The Us and Others distinction was more prominent in relation to English-speaking return migrant children, whom they positioned higher than their monolingual Polish students, and with whom they often struggled to maintain equal, if not superior position. Conversely, other multilinguals were positioned on the same level as Polish learners, yet subordinate to the teacher’s dominant role. It is concluded that such positioning, though marks inclusivity, signals persistent power relations in the educational setting, which may counteract integration of multilinguals.

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1 Annales Universitatis Paedagogicae Cracoviensis. Studia Linguistica

1 Glottodidactica

2 Rokita-Jaśkow J.

1 2023

1 2022

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EFL teacher agency in mediating the socialisation of multilingual learners

My i Oni: O językowych wykładnikach wyrażających stosunek nauczycieli do uczniów cudzoziemców w świetle krytycznej analizy dyskursu