Migration, Multilingualism and Education

This book addresses the question of how equitable and inclusive education can be implemented in heterogeneous classes where learners’ languages and cultures reflect the social reality of mass migration and everyday plurilingualism. The book brings together researchers and practitioners to address language policy and pedagogy.

Utilizing the Expectancy Value Theory to Predict Lecturer Motivation to Apply Culturally Responsive Pedagogies in Universities in Botswana

The expectancy value theory (EVT) has been used in many studies to predict the motivation processes of individuals with regard to how they think and act in particular ways. Critical to how individuals think and act are the three elements of the EVT, namely the expectancy cognition (expectancy), instrumentality cognition (instrumentality) and valence. This study therefore seeks to establish whether the EVT could be used to predict and explain the motivation of lecturers to apply culturally responsive pedagogies (CRPs) in the teaching of culturally heterogeneous classes in universities in Botswana. Using a sample of 291 lecturers from three selected universities, the study employed a structured questionnaire for data collection. Confirmatory factor analysis (CFA) was used for data purification. Structural equation modelling (SEM) using AMOS version 22 was used for data analysis. The study established that the expectancy (β = .419; p < .001) and instrumentality (β = .315; p < .001) cognitions of lecturers as well as the valence (β = .268; p < .001) had a significant influence on the motivation of lecturers to apply CRPs in the teaching of culturally heterogeneous classes in universities. These results also showed significant relationships between expectancy cognition and valence (β = .316; p < .001) and also between instrumentality cognition and valence (β = .301; p < .001). These results therefore demonstrate that the EVT could be used to predict the motivation of lecturers in universities to apply CRPs in their teaching of culturally diverse university students.

Learning from the Self-Created Media: Designing the Engineering Students’ ESP Autonomous Learning

Currently, English lecturers of non-English speaking countries in higher institutions are facing heterogeneous classes. There are fortunate students during their high schools who got a chance to sharpen their English skills and others who just rely on their English school teachers. Unaffordable costs or limited facilities or access to learning are some of the factors. The learning material of ESP for Engineering for a heterogeneous class is developed. This R&D used ADDIE approach. This article focuses on the analysis of the first two phases- analysis and design. Analysis of the need of the Engineering students and English lecturers are conducted using instruments of the open questionnaire and interview list which have been validated. While in the design phase, the material is developed using an autonomous learning approach and a task-based approach. Before, continuing to the practicality test, the developed material also has been validated. This material is aimed to support the learning of " Describing a Process" which is one of the topics in ESP in the Engineering Department of Politeknik Negeri Padang. The developed material provides every meaningful task that gives a positive contribution to the students.

Students’ attitudes towards performance heterogeneity and their relation to contextual factors

Previous studies examining attitudes towards performance heterogeneity have focused on attitudes among teachers. However, positive attitudes towards the school environment are also assumed to be conducive for students. The aim of this paper is to examine students’ attitudes towards performance heterogeneity with a sample of 784 5th-grade students. Based on the three-component theory of attitudes (Eagly & Chaiken, 1993), we investigated whether students’ attitudes towards performance heterogeneity are positive or negative. Furthermore, we analyzed contextual relations, focusing on whether students’ attitudes are linked to performance heterogeneity in the classroom and to a teachers’ behavior to manage performance heterogeneity. Descriptive statistics show that students’ attitudes towards performance heterogeneity are rather positive. Multi-level structural equation models reveal that contextual rather than individual characteristics relate to students’ attitudes towards performance heterogeneity. Accordingly, students in heterogeneous classes show a more positive attitude towards performance heterogeneity than students in less heterogeneous classes. In addition, a teachers’ capability of professionally managing heterogeneity is positively associated with students’ attitudes towards performance heterogeneity. Accordingly, students’ show more positive attitudes if teachers implement rules, effectively manage disruptions, orient themselves towards temporal reference norms, cultivate a positive error culture, and differentiate instruction in the classroom. We will discuss our results and consider implications for psychological aspects of education and learning.

Teaching for Diversity with UDL: Analysing Teacher Competence

This chapter is a description of collaborative action research on teacher competence in the context of inclusive education and universal design for learning (UDL). Our goal was to analyse what kinds of professional competencies teachers need when they are implementing UDL in heterogeneous classes. The action research was carried out as a case study together with two co-teachers and a class teacher, who implemented UDL in their heterogeneous classes. As a theoretical framework for teacher competence, we used the multidimensional adapted process (MAP) model of teaching, developed by Finnish researchers and teacher educators. We identified several teacher skills that are needed when the UDL approach is applied. According to our results, the most overarching necessary competence was the teachers’ cognitive skills. Applying UDL required the ability to flexibly transform one’s own teaching and learning situations. Furthermore, the teachers’ social skills appeared as an important attribute as their pupils were highly heterogeneous with diverse needs, and the teachers needed to collaborate with many other professionals and parents. Also, each teacher’s personal orientation, such as values, beliefs and ethics, played a crucial role in UDL while the teachers shared a common set of values, striving towards inclusive education.

The PETaL Approach to Bilingual and Intercultural Education in Early Childhood Education

García and Flores state that new pedagogies must respond to the complex bilingualism of students and to the heterogeneous classes of the 21st century. The main goal of this chapter is to describe the theoretical foundations of a new approach to bilingualism and interculturality in Early Childhood Education (ECE) called “the PETaL approach”, whose acronym stands for “Play, Education, Toys, and Languages”. PETaL is an approach and not a methodology in that it is a flexible model of bilingual implementation that adapts its key methodological principles to the particular context in which it is developed. Moreover, it is an approach that entails intercultural education as a constitutive axis of accommodation and plasticity, which are sine qua non conditions of it. The PETaL approach is framed in the European space, which offers a suitable international and socio-educational context where it has begun to be experimented and which has already attached itself to incipient research.

PERBEDAAN KEMAMPUAN PEMECAHAN MASALAH DAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA YANG DIAJAR MENGGUNAKAN MODEL PEMBELAJARAN NUMBERED HEAD TOGETHER DAN TEAMS GAMES TOURNAMENT

<p class="Afiliasi" align="left"><strong>Abstrak:</strong></p><p>Tujuan penelitian ini adalah untuk melihat perbedaan kemampuan pemecahan masalah dan komunikasi matematis siswa yang diajar menggunakan model <em>Numbered Head Together </em>dan<em> Teams Games Tournament</em>. Penelitian ini berjenis penelitian kuantitatif dengan metode eksperimen. Sampel dari penelitian ini adalah kelas X-A dan X-B dengan kelas heterogen. Hasil temuan ini menunjukkan: 1) terdapat perbedaan kemampuan pemecahan masalah matematis siswa yang diajar menggunakan model pembelajaran <em>Numbered Head Together </em>dan<em> Teams Games Tournament</em>, dengan Q_hit=3,167 &gt; Q_tabel=2,871; 2) terdapat perbedaan kemampuan komunikasi matematis siswa yang diajar menggunakan model pembelajaran <em>Numbered Head Together </em>dan<em> Teams Games Tournament</em>, dengan Q_hit=8,189 &gt; Q_tabel=2,871; 3) terdapat perbedaan kemampuan pemecahan masalah dan komunikasi matematis siswa yang diajarkan menggunakan model pembelajaran <em>Numbered Head Together </em>dan<em> Teams Games Tournament</em> pada materi sistem persamaan linear tiga variabel, dengan F_hitung=32,42 &gt; F_tabel=4,12. Simpulan penelitian ini adalah kemampuan pemecahan masalah dan komunikasi matematis siswa lebih sesuai diajarkan dengan model pembelajaran <em>Numbered Head Together </em>daripada<em> Teams Games Tournament</em>.</p><p> </p><p class="Afiliasi" align="left"><strong>Kata Kunci</strong>:</p><p>Kemampuan Pemecahan Masalah, Komunikasi Matematis, Model Pembelajaran <em>Numbered Head Together, Teams Games Tournament</em></p><p class="AfiliasiCxSpFirst" align="left"><strong><em> </em></strong></p><p class="AfiliasiCxSpLast" align="left"><strong><em>Abstract:</em></strong></p><p class="AfiliasiCxSpLast" align="left"><strong><em></em></strong><em>The purpose of this study was to see the differences in problem solving and mathematical communication skills of students taught using the Numbered Head Together and Teams Games Tournament models. This research is a quantitative research by conducting experiments. The sample of this research is class X-A and X-B with heterogeneous classes. These findings indicate: 1) There are differences in students' mathematical problem solving abilities taught using the NHT and TGT learning models, with </em><em>Q_hit=3,167 &gt; Q_tabel</em><em>=2,871; 2) There are differences in students' mathematical communication skills taught using the NHT and TGT learning models, with </em><em>Q_hit=8,189 &gt; Q_tabel</em><em>=2,871; 3) There are differences in students' problem solving and mathematical communication skills taught using the NHT and TGT learning models on the material of the three-variable linear equation system, with </em><em>F_hitung=32,42 &gt; F_tabel=4,12</em><em>. The conclusion of this study explains that the problem solving ability and mathematical communication of students are more suitable to be taught using the NHT learning model than the TGT model</em></p><p class="AfiliasiCxSpFirst" align="left"> </p><p class="AfiliasiCxSpLast" align="left"><strong><em>Keywords</em></strong><em>:</em></p><p class="AfiliasiCxSpLast" align="left"><em></em><em>Problem Solving Skills, Mathematical Communication, </em><em>Numbered Head Together, Teams Games Tournament Learning</em></p>

The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes: an exploratory study

Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in “German-as-a-second-language” speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers’ behaviors and students’ perceptions of teaching quality.