Correction: Teaching and learning in a multilingual Europe: findings from a cross-European study

The original version of the article unfortunately contained an error. In author’s personal details, middle names were not included in author Hanne B. Søndergaard Knudsen’s name, and the listed articles were therefore incorrect

Teaching and learning in a multilingual Europe: findings from a cross-European study

School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed

Teaching and learning in a multilingual Europe: findings from a cross-european study

School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation model- ling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed

Constraints of vowels and consonants on lexical selection: Cross-linguistic comparisons

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Ethnic prejudice, resilience, and perception of inclusion of immigrant pupils among Italian and Catalan teachers

In the current study we investigated the relationship between ethnic prejudice and resilience and the perception of inclusion of immigrant students among primary and middle school teachers in two different countries (Italy and Spain). Participants were 315 teachers: 75 Catalan women, 25 Catalan men, 202 Italian women, and 13 Italian men. Participants completed the Classical and Modern Racial Prejudice Scale, the Resilience Process Questionnaire, and an ad hoc questionnaire evaluating teachers’ perceptions about immigrant students and their inclusive education process. The results showed two different models: The first one, referring to Italian teachers, suggested that the resilience component “return to homeostasis” helps teachers in the creation of positive perceptions and evaluations toward immigrant pupils and their inclusion process. The second model, referring to Catalan teachers, suggested that ethnic prejudice hinders the creation of positive attitudes and evaluations, but the resilience component “reintegration after loss” helps teachers in the creation of positive attitudes. Psychoeducational and practical implications are discussed

Ethnic prejudice and the perception of inclusion of immigrant children: the mediating role of teachers’ resilience

We aimed to investigate the relationship between ethnic prejudice and the perception of inclusion of immigrant children among primary and middle school teachers, focusing on the mediating role of resilience. Participants were 261 teachers, 233 women and 28 men, ages 34 to 66 (M = 51.67; SD = 8.27), recruited in primary and middle schools in Sicily (Italy). Participants completed the Classical and Modern Racial Prejudice Scale, the Resilience Process Questionnaire, and an ad hoc questionnaire for evaluating teachers’ perception of inclusion of immigrant children. The results showed an effect of ethnic prejudice on the perception of inclusion of immigrant children and on resilient reintegration. The mediation model showed that resilient reintegration partially mediated the relationship between ethnic prejudice and the perception of inclusion of immigrant children. Educational and practical implications are provided

Correction to: Teaching and learning in a multilingual Europe: findings from a cross-European study (European Journal of Psychology of Education, (2021), 10.1007/s10212-020-00523-z)

The original version of the article unfortunately contained errors. The following author e-mails were omitted, A Ralli, [email protected], I Dimakos [email protected]. There remained highlighted in yellow XXX (blinded for review) in the questionnaire section. This should be replaced with: Work Group 1 of COST IS 1401 (European Literacy Network). The footnotes and endnotes had been merged with footnotes. Footnote 1 should be Endnote 1, Footnote 2 should be Endnote 2, Endnote 3 should appear in the last sentence of DATA CLEANING AND MANAGEMENT section, next to the word "imputation" with a superscript. Endnote 3, top p. 10, should be Endnote 4, Endnote 4 should be Endnote 5, Endnote 5 should be Endnote 6, Endnote 6 should be Endnote 7. (F3), top, p. 9 should be F3 in plain font. On p. 12, the word ‘factors’ in the parenthesis should be capitalized (in Factors 1, 3 and 4). Finally Table 4 p should be * p <.05. The author name H. Knudsen has been corrected (correct name shown above) and ORCID number has been captured as well. The original article has been corrected. © 2021, Instituto Universitário de Ciências Psicológicas, Sociais e da Vida

Teaching and learning in a multilingual Europe: findings from a cross-European study

School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.info:eu-repo/semantics/publishedVersio