Alison Henehan , Joana Duarte
Unveiling Pre-Service Teachers’ Cognions
of Mullingualism and Mullingual
Idenes Using a Mul-Method Approach
Abstract
Teacher cognions of mullingualism influence classroom behaviour and
are partly formed during pre-service teacher (PST) educaon (Borg 2003).
In Fryslân, a linguiscally diverse region of the Netherlands, Frisian is a
compulsory subject, yet teachers feel underprepared to teach it, leading
to negave atudes towards the minority language and mullingualism
in general. A survey, dominant language constellaon (DLC) artefacts
(Ibrahim 2022), and focus groups with vignees (Barter & Renold 1999)
were used to explore 72 PSTs’ cognions of mullingualism in educaon
and mullingual idenes. Our triangulaon of methods shows how cog-
nions of mullingualism can be mapped in various ways. PSTs held
slightly posive cognions of mullingualism in educaon in the survey
and idenfied as mullingual in the DLCs and focus groups. However,
PSTs’ cognions of minority languages should be improved. This study
contributes to the understanding of PSTs’ mullingual idenes and
cognions and offers guidance on how the concept of teacher cognion
can be applied to mullingualism to improve training on mullingual
pedagogies for PSTs.
Keywords
Teacher cognion, mullingual teacher educaon, pre-service teachers,
mullingual identy, dominant language constellaons, minority languages
TREATISES AND DOCUMENTS JOURNAL OF ETHNIC STUDIES
RAZPRAVE IN GRADIVO REVIJA ZA NARODNOSTNA VPRAŠANJA
93 / 2024, p. 29–60
Corresponding author
Joana Duarte, Faculty of Behavioural and Social Sciences, Groningen, The Netherlands;
e-mail: j.duarte@rug.nl, ORCID hps://orcid.org/0000-0002-4842-6719
Research group on Mullingualism & Literacy, NHL Stenden University of Applied Sciences,
Leeuwarden, The Netherlands
DOI:10.2478/tdjes-2024-0011
© Author 2024. This is an open access arcle licensed under the Creave Commons Aribuon-
NonCommercial-NoDerivs License (hp://creavecommons.org/licenses/by-nc-nd/3.0/).
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