The ways in which educators talk about diversity, and specifically about linguistic diversity, reflect underlying beliefs about language in society and influence teaching practice. Semi-structured interviews with 55 high school teachers in the Netherlands were analyzed qualitatively in order to identify teachers' discourse patterns related to the…

In the field of applied linguistics, the use of multiple languages in educational settings has often been studied from a pedagogical perspective, focusing on teacher practices. In order for multilingual teaching pedagogies, such as translanguaging to reach their full potential, pupils should participate actively in classroom interaction and be…

This article investigates how linguistic landscapes (LLs) can foster critical thinking about linguistic power relations and tensions in multilingual areas by acting as stimuli to reflect on the ethnolinguistic vitality of languages in a given region. We examine the pedagogical use of LLs as resources for the implementation of plurilingual…

Although learning scientific language is crucial for learning science, many primary school teachers lack the knowledge and skills to support this. The present case study reports on a primary school teacher who learned to use a repertoire of scaffolding strategies for stimulating pupils' scientific language development in inquiry-based science…

In the context of multilingual education, translanguaging has been put forward as a means of including several languages in education. However, teachers often assess translanguaging-based approaches as being too vague and idealist. This study discusses data from two settings (Luxembourg and Netherlands) in which teachers working in design-based…

Reflective career conversations are a necessary instrument in the career guidance of students in vocational education. These conversations help students to learn from their (work) experiences and gain a better understanding of their motives on the labour market. Research shows that in a society in which change seems to become the only constant…

Recent research calls for a re-structuring of higher education (HE) beyond English medium orientations by acknowledging the plurilingual resources of students and lecturers. In the Netherlands there is a rapid rise in plurilingual lecturers. The central question is to what extent these lecturers make use of their plurilingual resources for…

In this study, we explored how students make use of whole-class interaction in individual writing. Although various studies show the importance of classroom interaction for writing, little is known about how this works, particularly in history. Starting point is the idea that learning can move from the interpersonal level in classroom discourse to…

In the project "Learning for Life" we developed a hermeneutical--communicative model for worldview education that answers the European challenges of worldview diversity and worldview illiteracy. We implemented the model in a participatory action research project at nine schools for primary education in the Netherlands and monitored the…

This study focused on the differentiation practices of second- and third-grade teachers in mathematics and reading comprehension lessons. Preconditions for differentiation, classroom organization, and how teachers dealt with students of different ability levels were investigated through observations, using a time-sampling instrument. Data of 43…

It may be argued that, from a virtue-ethical perspective, three aspects of a teacher's role in moral classroom conversations are of primary importance: (1) encouraging students to be morally reasonable, (2) stimulating the students' emotional involvement, and (3) guiding students toward a normative ideal of virtue. This study sets out to explore…

In a self-study the main author examines the difficulties and challenges his students experience in their literary development. The central question is: How can my teaching support students in their literary development? This self-study is supported by a research group, examining together one literature lesson given by the main author, striving…

How do pupils in dialogical classroom communication understand the otherness of peers who belong to religions different from their own? We distinguish between three aspects of dialogical communication that are conducive to understanding pupils' otherness: orientation, appropriation, and evaluation. To what extent do teachers apply these three…

This study examined whether stimulation of immigrant and national pupils' use of high-quality helping behaviour (experimental condition) during cooperative learning (CL) in classrooms boosts their maths-related talk more than in an educational situation in which such stimulation is largely absent (control condition). A total of 59 elementary-age…

In this article, we examine the construction of word meaning by students during collaborative activities in a multicultural classroom at a Dutch primary school. The analysis is based on recordings of student talk in small groups of four or five students during mathematics lessons. Difficulties with specific terms and expressions frequently arose…