Actituds dels docents davant les noves situacions escolars multiculturals i multilingües: qüestions recurrents

Abstract

Summary: Multiculturalism and multilingualism change the characteristics of linguistic exchanges among youngsters, and also between them and their teachers, in many of the classrooms of the Catalan education system. In this article, based on the analysis of data collected via ethnographic research methods (interviews and group debates, in which teachers express and compare their beliefs, attitudes and knowledge), we show three relevant and recurrent issues: the way of perceiving linguistic and cultural differences (which is regarded as a richness, but at the same time is conceives as a problem); the dilemma of integrating newcomers directly into the classroom or introducing them in specific phases; and the concern as regards, how one reaches a point where these students use Catalan as their habitual language in interactions beyond the classroom. [Keywords: Catalan language, multiculturalism, multilingualism, classroom interactions, students’ attitudes, teachers’ beliefs, ethnographic method].