Article published In:Toegepaste Taalwetenschap in Artikelen
Vol. 84/85 (2010) ► pp.9–18
As a result of European unification and a fast globalising world, classrooms have become increasingly multilingual and multicultural. This diversity may impair learning processes, since pupils acquire cognitively based literacy competencies, such 'classify and label', 'analyze and explain', by means of linguistic interaction. We asked primary and secondary school teachers to rate the level of their pupils' competencies, as well as their expected success rate. Our anticipation that teachers of a largely monocultural classroom (with predominately L1-Dutch pupils) would experience less problems with literacy competencies and expect a higher success rate compared to teachers of a multicultural classroom was supported.
Article language: Dutch