Joana Duarte

Joana Duarte
NHL Stenden University of Applied Sciences University of Groningen & University of Amsterdam

PhD

About

66
Publications
27,240
Reads
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449
Citations
Introduction
I am an educational linguistic interested in multilingual education, teachers’ professional development, equity in education, global citizen.
Additional affiliations
December 2010 - September 2013
University of Hamburg
Position
  • Research Assistant
December 2010 - March 2015
University of Hamburg
Position
  • Senior Researcher

Publications

Publications (66)
Article
Full-text available
Research suggests that in linguistically and socially diverse classrooms, teachers should draw on their students' multilingual repertoires. Although several approaches to use students' home languages exist, the accessibility of this knowledge among teachers is still limited. Recently, a holistic approach has been put forward to address the needs of...
Chapter
With the increase of multilingual learners in European schools, foreign language teaching is facing several challenges. Schools and teachers need to update their understanding of languages but often do not know how to handle this in practice. While some research on holistic approaches for primary education has been carried out, secondary schools re...
Article
Full-text available
Schools across Europe are experiencing a growing number of multilingual pupils; however, teachers claim to be generally underprepared for dealing with this ever-increasing linguistic and cultural diversity. Initial teacher education often pays insufficient attention to multilingualism, thus there is a call for research on what pre-service teachers...
Article
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Meertaligheid werkt als olie. Ook talen versprei-den zich naar alle mogelijke plekken, waar ze blijven plakken', aldus een docent tijdens een gesprek over zijn visie op wereldburgerschap en meertaligheid op zijn school. Met verschillende talen geven mensen uitdrukking aan hun verschillende identiteiten. In deze bijdrage bespreekt Joana Duarte theor...
Book
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De onderlinge verbondenheid tussen landen in de wereld wordt steeds groter en de relaties tussen diezelfde landen steeds complexer. Tegelijkertijd maken moderne communicatietechnologie en snelle transportmogelijkheden de wereld ook kleiner. Veranderende sociale en politieke machtsrelaties en wereldwijde problemen op het gebied van armoede, kansenon...
Article
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This paper discusses the Digi+ project, a bilingual Dutch-German CBLE, aimed at primary school pupils between eight and ten years old in the German-Dutch border region. It describes the set-up of Digi+ as well as results from the first pilot study that was held with one Dutch and two German schools comprising six teachers and 107 pupils. Data were...
Chapter
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The chapter illustrates the ways in which Design-Based Research (DBR; McKenney and Reeves, 2013; Cobb, Confrey, diSessa, Lehrer, and Schauble, 2003) stimulates recent developments within the field of multilingualism and (primary and secondary) education. The chapter illustrates how DBR fits seamlessly into Design-Based Education (DBE) by incorporat...
Article
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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 pedagogie...
Article
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With the rise of Global Citizenship Education (GCE) in education systems worldwide, recent research has attempted to categorise its various types and orientations. There are, however, limited insights into how different education stakeholders perceive and implement GCE in pedagogical practice. To bridge this gap between theory and practice, we appl...
Article
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Many countries have recently called for educating global citizens, suggesting that global citizenship education (GCE) can contribute usefully to individuals and the greater world. However, so far there is no clear definition of how best to teach GCE. Educators in the Netherlands have recently given attention to citizenship education but not to GCE....
Article
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The paper focuses on translanguaging practices of highly skilled refugees in a transition program in Dutch higher education. The pathways for refugees to enter higher education are full of obstacles. Acquiring the new language at a university level is one of the biggest challenges. Many institutions offer ‘transition programs’ to prepare refugees f...
Article
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Increasing migration-induced language diversity is putting pressure on the teaching of regional and minority languages in official bi-or multilingual regions. This study presents an in-depth analysis of teachers' and teacher trainers' beliefs and views towards language awareness and translanguaging approaches as possible ways to enhance pupils' lan...
Article
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This article discusses how university-level healthcare and welfare course programs in the official bilingual Province of Friesland/Fryslân can best be aligned with healthcare practice regarding the use of Frisian and the inclusion of other forms of multilingualism. 15 interviews with healthcare and welfare professionals confirm previous findings on...
Article
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This study investigates children's explicit and implicit language attitudes in a highly diverse primary education. Set in the bilingual province of Fryslân, the Netherlands, the current research was carried out in the scope of the 3M-project ('More opportunities with multilingualism': Duarte & Günther-van der Meij, 2018a. A holistic model for multi...
Article
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Across and even within European states, heritage language education (HLE) for pupils with a migration background varies considerably, as do the political and academic discourses surrounding HLE. Due to the intensified public discourse around migration, educational opportunity and multilingualism, research on heritage languages (HL) and HLE has incr...
Article
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Meertaligheid op een natuurlijke wijze integreren in het onderwijs van een middelbare school, hoe doe je dat? Het lectoraat Meertaligheid & Geletterdheid van de NHL Stenden Hogeschool heeft een project opgezet dat zich richt op het ontwikkelen en implementeren van een holistische aanpak voor brede meertaligheid in het voortgezet onderwijs: Holi-Fry...
Article
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The increasing occurrence of multilingualism in the educational sphere is challenging teachers to deal with the coexistence of different languages in the classroom. The present paper presents the analysis of language portraits as a tool to make students' multilingualism visible by using colours to represent their multilingual repertoires. Through a...
Chapter
This chapter discusses the use of translanguaging pedagogy for learning English with young learners (kindergarten and elementary school level) in the context of the officially bilingual Province of Friesland, the Netherlands (with Dutch and the regional minority language Frisian). First, a holistic model for multilingualism in education (Duarte 201...
Chapter
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Within two multilingual education projects in the north of the Netherlands a holistic model for multilingualism in education is being tested. This is done through design-based interventions in which in- and pre-service teachers, teacher trainers and researchers co-develop and evaluate multilingual activities for different school types. Results show...
Article
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Due to globalisation and migration, multilingualism has become both a reality and an aim of education systems across Europe, affecting how language education is shaped. To improve the ways in which schools cater for language education in diverse settings, research is required on the potentials of multilingualism in order to design curricula that fo...
Book
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Multilingual Approaches for Teaching and Learning outlines the opportunities and challenges of multilingual approaches in mainstream education in Europe. The book, which draws on research findings from several officially monolingual, bilingual, and multilingual countries in Europe, discusses approaches to multilingual education which capitalise on...
Chapter
In the wake of the increasing societal diversity in Europe, it is imperative that teachers reflect on their teaching approaches and adjust them to cater for the growing number of multilingual pupils. This introductory chapter outlines the monolingual mindset and language hierarchies that still exist in European education systems, and explains these...
Chapter
Policies and professional development which focuses on pedagogical skills, beliefs, and agency are essential to ensure the sustainability of multilingual teaching approaches. This chapter begins with an overview of research studies on language policies, teacher agency and beliefs with a focus on multilingual settings. The intertwining of policy and...
Article
This article presents recent developments around multilingual secondary education in the officially bilingual province of Friesland, the Netherlands. As in other European contexts, schools in this region face the challenge of a growing language diversity due to migration. Despite this larger variety of languages in society, schooling is still mainl...
Article
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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 teaching...
Article
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Nederland is rijk aan talige en culturele diversiteit maar toch blijft de hoofdtaal van het curriculum het Nederlands. Andere talen, zoals migranten- of streektalen spelen een kleinere (of geen) rol in het onderwijs. In dit artikel worden recente ontwikkelingen omtrent het inzetten van alle in het onderwijs aanwezige talen besproken.
Article
Full-text available
In this paper presents a holistic model for multilingualism in education (Duarte, 2017), which combines different approaches to teaching and knowledge and places them in a continuum — from the acknowledgement of different languages to their actual use as a language of instruction. The model addresses attitudes, knowledge, and skills related to the...
Article
Full-text available
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 pro...
Chapter
Full-text available
Paradoxically, individual and societal multilingualism are officially accepted and celebrated at a European level, the aim being that every European citizen becomes at least trilingual. Closer analyses of the discourse on multilingualism shows, however, that what are celebrated are the languages of European nation-states and officially acknowledged...
Article
Full-text available
Due to the monolingual self-understanding of European nation-states, migration-induced multilingualism and the language mixing practices it triggers are not usually acknowledged as resources for learning within mainstream classrooms. The term translanguaging has recently been put forward as both a way of describing the flexible ways in which biling...
Chapter
Full-text available
Paradoxically, individual and societal multilingualism are officially accepted and celebrated at a European level, the aim being that every European citizen becomes at least trilingual. Closer analyses of the discourse on multilingualism shows, however, that what are celebrated are the languages of European nation-states and officially acknowledged...
Chapter
Full-text available
Paradoxically, individual and societal multilingualism are officially accepted and celebrated at a European level, the aim being that every European citizen becomes at least trilingual. Closer analyses of the discourse on multilingualism shows, however, that what are celebrated are the languages of European nation-states and officially acknowledged...
Article
Full-text available
Educational systems of most European countries seem to be unable to respond adequately to the growing migration-induced multilingualism. None of the European member states has developed an integrated approach to address linguistic diversity in teacher education programmes that will respond to the demands of inclusion, equity, and social justice for...
Article
Full-text available
Both theoretical considerations and empirical results have emphasized the need for longitudinal data in order to gain a more fine-grained insight into the processes of language acquisition and development. Based on data from a two-wave study on the language development of mono- and multilingual children and adolescents in Hamburg (LiMA Panel Study)...
Article
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Sammelrezension zu 1. Christoph Gantefort: Schriftliches Erzählen mehrsprachiger Kinder. Entwick-lung und sprachenübergreifende Fähigkeiten. Münster: Es ist unumstritten, dass altersangemessene Sprachkompetenzen eine Grundvoraus-setzung für den Schulerfolg von Schülerinnen und Schülern darstellen. Dies setzt voraus, dass ein gelungener Sprachentwic...
Article
Full-text available
In this paper we examine the role of family-induced linguistic input as a predictor for proficiencies in written language production of multilingual children aged 11. Our study considers their proficiencies in majority language (German) as well as in their family languages. Given that in most cases systematic educational support is warranted for ma...
Article
Full-text available
In this paper we examine the role of family-induced linguistic input as a predictor for proficiencies in written language production of multilingual children aged 11. Our study considers their proficiencies in majority language (German) as well as in their family languages. Given that in most cases systematic educational support is warranted for ma...
Article
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Im vorliegenden Beitrag sollen Ergebnisse einer exemplarischen Analyse präsentiert werden, die sich mit der Rolle mehrsprachiger Kommunikation im Fachunterricht der Sekundarstufe II an einer deutschen Schule beschäftigt. In der Analyse konzentrieren wir uns auf die Sprachwahl zweier Schülerinnen, die im Rahmen einer Partnerarbeit eine Aufgabenstell...
Chapter
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Die Förderung von Mehrsprachigkeit ist in bildungspolitischen Diskursen kaum in Frage gestellt. In der Praxis der Klassenräume ist sie jedoch immer noch ein Desiderat. Dabei kann es durchaus von Nachteil für die Lernenden sein, wenn der Schulunterricht lebensweltlich vorhandene multilinguale Fähigkeiten und Potentiale vernachlässigt.
Chapter
Full-text available
Educational systems of most European countries seem to be unable to respond adequately to the growing migration-induced multilingualism. None of the European member states has developed an integrated approach to address linguistic diversity in teacher education programmes. “Compartmentalised” language support, as it is presently offered, does not s...
Article
Full-text available
Der Beitrag beschäftigt sich mit der Spracherwerbsforschung im Hinblick auf Zweisprachigkeit und ihre Didaktik. Beginnend werden einige relevante historische Aspekte der Spracherwerbsforschung skizziert. Zudem werden die Hauptaspekte der modernen Zweitspracherwerbsforschung dargestellt; die verschiedenen Spracherwerbs-typen und-konstellationen, sow...
Article
Full-text available
Although Germany has experienced net in-migration for the past five decades, this fact has only recently been officially acknowledged. Furthermore, Germany is marked by a general monolingual self-concept very much attached to the idea of a nation-state with one homogeneous language. However, in large urban areas of Germany about 35 per cent of the...
Book
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This book investigates the role native language plays in the process of acquiring a second language within a bilingual educational model. The research presented is based on a 2-year longitudinal study of students in a bilingual school. Particular attention is paid to the development of academic language proficiency. Performance in both languages wa...
Article
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This document shows examples from the EUCIM-TE consortium partners of programmes, strategies or events which have already been implemented and go in line with the ECC IALT theory and methodology. They are organised according to the partners and encompass several themes.
Article
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Integrating academic language teaching into content subjects is a task that requires general planning at a vertical (throughout school years and forms) and horizontal (across school subjects) levels. Our general approach to methods of instruction in integral academic language follows from the language model section, which has described a ‘register...
Technical Report
Full-text available
European Core Curriculum for Inclusive Academic Language Teaching (IALT): An instrument for training pre- and in-service teachers and educators
Technical Report
Full-text available
European Core Curriculum for Inclusive Academic Language Teaching (IALT): An instrument for training pre- and in-service teachers and educators
Technical Report
Full-text available
European Core Curriculum for Inclusive Academic Language Teaching (IALT): An instrument for training pre- and in-service teachers and educators
Technical Report
Full-text available
European Core Curriculum for Inclusive Academic Language Teaching (IALT): An instrument for training pre- and in-service teachers and educators
Technical Report
Full-text available
European Core Curriculum for Inclusive Academic Language Teaching (IALT): An instrument for training pre- and in-service teachers and educators
Technical Report
Full-text available
European Core Curriculum for Inclusive Academic Language Teaching (IALT): An instrument for training pre- and in-service teachers and educators
Article
Full-text available
Academic language as defined by Cummins (2000 [1]) and Schleppegrell (2004 [2]) is a central linguistic register for reaching higher school outcomes in educational systems, particularly in the case of pupils with a migration background – Gogolin and Lange (2011 [3]), Leseman, Scheele et al. (2009 [4]), Schleppegrell (2004). Furthermore, research on...

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Projects

Projects (8)
Project
This project: i) describes and tackles the formative needs of teachers to deal with linguistic superdiversity in language education, proposing new methods and collaborative learning tools to overcome those needs; ii) commits to acknowledging the added value of superdiversity in language education, by mapping local Linguistic Landscapes (LL) and discussing them comparatively at an international level; iii) acknowledges the importance of involving youth, especially those with a migrant background, in the active discovery and dissemination processes related to social and lived multilingualism and to their own linguistic repertoires; iv) connects foreign language learning and language awareness through sociolinguistic discussions on language presence, roles and dynamics in broader social contexts, acknowledging languages and the linguistic resources that young people have at their disposal and promoting their integration in teaching practices.
Archived project
The project considers new qualification needs for teachers affected by policy shifts from a „compartmentalised“ concept of second languages (SL) teaching to immigrant pupils to an „inclusive education“ in which SL education is seen as an integral part of a generalised and common curriculum process, i.e. mainstreamed SL literacy education. A mainstreamed SL literacy education demands changes in the teacher education curriculum. All teachers need qualifications regarding the work with ethnic and linguistic minority pupils. At present, none of the Member States have a general teacher education curriculum addressing these needs. The objective of the project is to improve the pre- and in-service training of all teachers for their work with immigrant pupils by elaborating a competence-based European Core Curriculum for teacher education and national adaptations.