Unveiling Pre-Service Teachers’ Cognitions of Multilingualism and Multilingual Identities Using a Multi-Method Approach Cover

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Unveiling Pre-Service Teachers’ Cognitions of Multilingualism and Multilingual Identities Using a Multi-Method Approach

Treatises and Documents, Journal of Ethnic Studies / Razprave in Gradivo, Revija za narodnostna vprašanja

Volume 93 (2024): Issue 93 (December 2024)

By: Alison Henehan and Joana Duarte

Open Access

|Dec 2024

Authors

Alison Henehan

Research group on Multilingualism & Literacy, NHL Stenden University of Applied Sciences, Leeuwarden, The Netherlands

Joana Duarte

j.duarte@rug.nl

Faculty of Behavioural and Social Sciences, Groningen, The Netherlands

DOI: https://doi.org/10.2478/tdjes-2024-0011 | Journal eISSN: 1854-5181 | Journal ISSN: 0354-0286

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Language: English

Page range: 29 - 60

Published on: Dec 31, 2024

Published by: Institute for Ethnic Studies

In partnership with: Paradigm Publishing Services

Publication frequency: 2 issues per year

Keywords:

Teacher cognition,

multilingual teacher education,

pre-service teachers,

multilingual identity,

dominant language constellations,

minority languages

Related subjects:

Cultural studies,

Topics in cultural studies,

Regional and national history,

General European history,

Linguistics and semiotics,

Theoretical frameworks and disciplines,

Bilingualism and multilingualism,

Social sciences,

Political science,

© 2024 Alison Henehan, Joana Duarte, published by Institute for Ethnic Studies
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

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