This research project investigates in-service modern foreign language teachers’ responses and reactions to specific learning activities. For this study, multilingual reading reflections were developed via literature review and professional experiences in working with reflective practices. The reading reflections are a means to assist in-service teachers in bridging the divide between linguistic research and teaching practice.
· Do MRRs enable the in-service teacher to better process research, relate that research to their own unique multilingual learning experiences, and apply their insights to their language teaching?
· Do teachers perceive this practice as being useful in their own language classrooms?
· How do respective language teaching groups (e.g., teachers of Dutch versus teachers of French) respond to MRRs – what are the similarities and differences?
This study will begin to provide answers to such questions and will hopefully serve as initial data for a larger database on in-service modern foreign language teachers' perceptions to learning activities.
From 2019-2022, the Meertaligheid & Medezeggenschaap project researched what forms of multilingualism could create more inclusive international environments at Utrecht University. One result of this research was the development of a multilingual receptive Dutch course for international employees and students with a B1 level of Dutch. The project’s main goal was to train these learners to reach a receptive Dutch language level that allowed them to participate in multilingual meetings. The course was piloted and is now in its third iteration. The M&M project completed in 2022; however, a number of questions remain:
1. Does a receptive approach improve communicative effectiveness in receptive multilingual settings?
2. What are language teachers' and students’ attitudes toward receptive teaching?
3. How can a receptive approach be effectively implemented in foreign language learning? / How do teaching methods need to be adapted in order to promote effective receptive learning?
This study will look into the second and third questions. As such, the main goals are to identify the teacher's attitude towards teaching receptive multilingualism as well as investigate didactic choices and recommendations that can inform the methodology and add to an existing teacher’s guide. (This project has recently been shifted from interviews of receptive teachers into a case study of a single teacher.)