Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies

This study sought to explore the ideological and implementational spaces for mainstreaming multilingual pedagogies (MPs) in initial teacher education (ITE) policies and curricula across the European Union. The concept of linguistically sensitive teaching (LST) was used as a lens to examine inclusive, equity-centred MPs in ITE. A multi-sited comparative case study was conducted to collect data in nine locations. As a result, a general trend of ideological spaces was observed for MPs in language-in-education policies at the European and (sub)national levels. However, this ideological space was not always implemented in ITE. As a second result, explicit mentions of MPs and LST were identified in the ITE curricula of seven sites, and in each of the nine cases, a potential space for implementation was observed. As a third result we found that the greatest potential for opening implementational spaces for MPs lies in courses that aim to develop general pedagogical and sociolinguistic knowledge as well as professional beliefs in future teachers. In conclusion, we contend that the linguistic ecology and the organisational structure of education systems (decentralisation) are factors that help explain the successful mainstreaming of MPs in ITE institutions

Whose action research is it? Promoting linguistically sensitive teacher education in Europe

This article examines the possibilities and challenges in turning a top-down action research project led by high-level public authorities into a shared and collaborative, multi-site and multi-professional bottom-up action research project. For this purpose, the article explores the initial stages of a European level action research project called ‘Linguistically Sensitive Teaching in All Classrooms’ that aimed to help teacher education systems better acknowledge linguistically diverse student populations in seven European countries. The analysis of the data sought to identify how to promote linguistically sensitive initial teacher education by incorporating reflection tasks into existing courses, and how to transform a top-down research project into a shared and collaborative bottom-up action project. The primary data consisted of 19 video-recorded online research meetings. Qualitative analysis was used to identify ‘critical moments’ in the data; these included a moment of major insight where transformation of project related ideas took place. The findings showed that linguistically sensitive teaching as a phenomenon is complex and the related terminology challenging to translate between languages and contexts. Furthermore, a European level action research requires negotiating a joint understanding of the roles of the participants and the individual perceptions of project ownership in each context. This suggests that a deeper understanding of the processes of participation and the partnerships involved in the action research may be as valuable as the actual reflection tools developed in the project in securing a systematic change towards linguistically sensitive teacher education

Towards the development of a SARS-CoV-2 variant risk assessment tool:expert consultation on the assessment of scientific evidence on emerging variants

A systematic approach is required for the development of an evidence-based risk assessment tool to robustly estimate the risks and implications of SARS-CoV-2 variants. We conducted a survey among experts involved in technical advisory roles for WHO to capture their assessment of the robustness of different study types that provide evidence for potential changes in transmissibility, antigenicity, virulence, treatability, and detectability of SARS-CoV-2 variants. The views of 62 experts indicated that studies could be grouped on the basis of robustness and reliability for the different risk indicators mentioned. Several study types that experts scored as providing reliable evidence and that can be performed in a timely manner were identified. Although experts from different technical areas had varying responses, there was agreement on the highest and lowest scoring study types. These findings can help to prioritise, harmonise, and optimise study designs for the further development of a systematic, evidence-based, SARS-CoV-2 variant risk assessment tool.</p

Linguistically sensitive teacher education : Toolkit for reflection tasks and action research

When all pupils are assured equal conditions, they can achieve educational success, regardless of their first language, culture, social background, origin, and age. The Erasmus+ project Linguistically sensitive teaching in all classrooms (Listiac) believes in supporting all teachers in becoming more linguistically sensitive to enable opportunities for equally successful schooling for all pupils in Europe. An important part of the process is to influence European initial teacher education curricula. The Listiac project believes that reflection about and awareness of linguistically sensitive teaching should be better integrated during all stages of initial teacher education. The reflection should be done by teacher educators when planning individual courses, practice periods and vision and profile, by student teachers when doing their practice periods and obligatory courses, as well as by in-service teachers when supervising the student teachers

Systematic detection of co-infection and intra-host recombination in more than 2 million global SARS-CoV-2 samples

Systematic monitoring of SARS-CoV-2 co-infections between different lineages and assessing the risk of intra-host recombinant emergence are crucial for forecasting viral evolution. Here we present a comprehensive analysis of more than 2 million SARS-CoV-2 raw read datasets submitted to the European COVID-19 Data Portal to identify co-infections and intra-host recombination. Co-infection was observed in 0.35% of the investigated cases. Two independent procedures were implemented to detect intra-host recombination. We show that sensitivity is predominantly determined by the density of lineage-defining mutations along the genome, thus we used an expanded list of mutually exclusive defining mutations of specific variant combinations to increase statistical power. We call attention to multiple challenges rendering recombinant detection difficult and provide guidelines for the reduction of false positives arising from chimeric sequences produced during PCR amplification. Additionally, we identify three recombination hotspots of Delta – Omicron BA.1 intra-host recombinants.</p

Linguistically sensitive teacher education : toolkit for reflection tasks and action research

When all pupils are assured equal conditions, they can achieve educational success, regardless of their first language, culture, social background, origin, and age. The Erasmus+ project Linguistically sensitive teaching in all classrooms (Listiac) believes in supporting all teachers in becoming more linguistically sensitive to enable opportunities for equally successful schooling for all pupils in Europe. An important part of the process is to influence European initial teacher education curricula. The Listiac project believes that reflection about and awareness of linguistically sensitive teaching should be better integrated during all stages of initial teacher education. The reflection should be done by teacher educators when planning individual courses, practice periods and vision and profile, by student teachers when doing their practice periods and obligatory courses, as well as by in-service teachers when supervising the student teachers