Linguistic diversity and education. Dynamic interactions between language education policies and teachers’ beliefs. A qualitative study in secondary schools in Flanders (Belgium) (notice n° 554765)
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| fixed length control field | 01869cam a2200217 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121121632.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Pulinx, Reinhilde |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Linguistic diversity and education. Dynamic interactions between language education policies and teachers’ beliefs. A qualitative study in secondary schools in Flanders (Belgium) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2014.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 76 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article aims to deepen our understanding of the dynamic interaction between language ideologies, education policies and teacher beliefs about monolingualism. This study takes place in Flanders (Belgium), a region which is characterized by educational policies based on a strong monolingual ideology. The research design combines document analysis, regarding recent language policies in Flemish education, and in-depth interviewing of teachers in secondary education. The main objective of this study is to examine how language policies in education are reflected in teacher beliefs in schools in secondary education. We will look at the interaction between the monolingual policies explicated by the Flemish policy makers and the beliefs of secondary education teachers on home language and language use. Finally, we want to gain more insight in the explanatory schemes teachers use to rationalize their monolingual beliefs. In conclusion implications for policy makers are discussed. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | qualitative research design |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teacher beliefs |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | monolingual policies and practices |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teacher-pupil-interaction |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Van Avermaet, Piet |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue française de linguistique appliquée | XIX | 2 | 2014-11-18 | p. 9-27 | 1386-1204 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-revue-francaise-de-linguistique-appliquee-2014-2-page-9?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-revue-francaise-de-linguistique-appliquee-2014-2-page-9?lang=en&redirect-ssocas=7080</a> |
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