Control and inclusivity:Secondary Dutch school teachers’ attitudes towards classroom multilingualism

This paper discusses Dutch secondary education language teachers’ attitudes towards multilingualism with a particular focus on the concepts of classroom control and inclusivity. The Netherlands is composed of regions with various degrees of multilingualism: areas traditionally perceived as monolingual, an officially bilingual province and linguistically diverse cosmopolitan urban centres. By means of a qualitative analysis of ten semi-structured interviews with language teachers working in the different regions, this research examines the type of discourse used to describe multilingualism and... Mehr ...