Work

Divided by language: A systematic review of teacher views in segregated language learning settings

Year: 2025

Type: review

Abstract: Countries are increasingly adopting policies that segregate students by language proficiency, facing criticism for potentially reinforcing inequalities. This article provides a systematic review of 24 empirical studies published between 2014 and 2023, focusing on educators' experiences in segregated language learning settings (SLLS). The findings show that many teachers strive to support students' multilingualism and use their agency to counteract the adverse effects of SLLS. However, educators often hold monolingual ideologies, which leads them to overlook the benefits of utilizing students' full linguistic abilities. The findings underscore the urgent need to promote critical language awareness in educational policy and practice.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2025.104939

Authors: Flora Woltran, Susanne Schwab

Institutions: University of Vienna, Vaal University of Technology

Language: English

Topic: Multilingual Education and Policy

Subfield: Linguistics and Language

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $3,380