Between Standard and Stigma: Exploring teacher attitudes towards language variation in multilingual children in the Netherlands

Abstract

In a time of globalization and migration, the Netherlands faces the opportunities and challenges that come with a multicultural society. With linguistic diversity as a prominent feature of Dutch classrooms, the monolingual focus of current educational practices jeopardizes the equality of educational opportunities for pupils with a linguistic minority background. As teacher beliefs and expectations regarding their multilingual pupils play a big role in their assessment of these children, this thesis examines teacher attitudes towards nonstandard language variation in multilingual children within Dutch primary education. Through semi-structured interviews with primary school teachers, insights were gained into their teaching practices, educational goals, and beliefs regarding language proficiency. Findings reveal a pervasive monolingual ideology, in which standard Dutch proficiency is perceived as essential for future success. Despite recognizing the talents and potential of multilingual pupils, teachers feel pressured to prepare them for a monolingual world, perpetuating a cycle of linguistic inequality. Despite the limited sample size, this study provides nuanced perspectives that underscore the need for societal shifts toward embracing linguistic diversity and adopting a resource-based view of multilingualism in education. Ultimately, transforming teacher attitudes is crucial for dismantling the monolingual ideal and ensuring equal opportunities for all students regardless of their linguistic background.