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

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:  and    
Open Access
|Dec 2024
Authors

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,
Other topics,
History,
Regional and national history,
Europe,
General European history,
Linguistics and semiotics,
Theoretical frameworks and disciplines,
Bilingualism and multilingualism,
Social sciences,
Political science,
Human rights

© 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.

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