Publications

Alisaari, J., Bergroth, M., Kangasvieri, T., Moate, J., & Viinikainen, T. (2020). Kieli-, kulttuuri- ja katsomustietoisuus koulutuksen ja kasvatuksen kentällä. Kieli, koulutus ja yhteiskunta, 11(3). Available at https://www.kieliverkosto.fi/fi/journals/kieli-koulutus-ja-yhteiskunta-toukokuu-2020/kieli-kulttuuri-ja-katsomustietoisuus-koulutuksen-ja-kasvatuksen-kentalla

Auger, N., Pepiot, N., & Sauvage, J. (in preparation). Expériences de pratiques translangagières dans le cadre du projet Listiac. Pratiques translangagières dans l’enseignement-apprentissage des disciplines en contexte bi- ou plurilingue, Lidil [En ligne], 67, 2023

Bergroth, M. (2020). Att kommunicera språkmedvetenhet utifrån en europeisk utbildningspolicy till blivande klasslärare. In H. Hirsto, M. Enell-Nilsson, H. Kauppinen-Räisänen, & N. Keng (Eds.), Työelämän viestintä III, Arbetslivskommunikation III, Workplace Communication III, Kommunikation im Berufsleben III. VAKKI Symposium XL 6.–7.2.2020, pp. 88–99. VAKKI Publications 12. Available at https://vakki.net/index.php/2020/12/31/workplace-communication-iii/  

Bergroth, M., & Haagensen, J. (2020). Relationships and linguistically sensitive teaching: Developing teacher practicum at Åbo Akademi University. Kieli, koulutus ja yhteiskunta, 11(3). Available at https://www.kieliverkosto.fi/fi/journals/kieli-koulutus-ja-yhteiskunta-toukokuu-2020/relationships-and-linguistically-sensitive-teaching-developing-teacher-practicum-at-abo-akademi-university

Bergroth, M., Llompart, J., & Dražnik, T. (in preparation). Initial teacher educators’ group reflection on supporting linguistic diversity in Finland, Slovenia and Catalonia.

Bergroth, M., Llompart, J., Pepiot, N., Sierens, S., Dražnik, T., & van der Worp, K. (2021). Whose Action Research Is It? Promoting Linguistically Sensitive Teacher Education in Europe. Educational Action Research. https://doi.org/10.1080/09650792.2021.1925570

Bergroth, M., Llompart, J., Pepiot, N., van der Worp, K., Dražnik, T., & Sierens, S. (2021). Identifying Space for Mainstreaming Multilingual Pedagogies in European Initial Teacher Education Policies. European Educational Research Journal. https://doi.org/10.1177/14749041211012500

Bergroth, M., Storås, L., & Björklund, S. (2020). Kielitietoista eurooppalaista opettajankoulutusta kehittämässä: projektet ”Språkmedveten undervisning i alla klassrum”. Kieli, koulutus ja yhteiskunta, 11(3). Available at https://www.kieliverkosto.fi/fi/journals/kieli-koulutus-ja-yhteiskunta-toukokuu-2020/kielitietoista-eurooppalaista-opettajankoulutusta-kehittamassa-projektet-sprakmedveten-undervisning-i-alla-klassrum-listiac

Birello, M., Llompart, J., & Moore, E. (2021). Being plurilingual versus becoming a linguistically sensitive teacher: tensions in the discourse of initial teacher education students. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2021.1900195

Dražnik, T., Llompart-Esbert, J., & Bergroth, M. (2022) Student teachers’ expressions of ‘fear’ in handling linguistically diverse classrooms. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2086258

Haagensen, J. (2020). Lärarstuderandes förståelse av språklig mångfald som en del av den relationella kompetensen. In H. Hirsto, M. Enell-Nilsson, H. Kauppinen-Räisänen, & N. Keng (Eds.), Työelämän viestintä III, Arbetslivskommunikation III, Workplace Communication III, Kommunikation im Berufsleben III. VAKKI Symposium XL 6.–7.2.2020, pp. 100–113. VAKKI Publications 12. Available at https://vakki.net/index.php/2020/12/31/workplace-communication-iii/  

Llompart, J. (2021). Llengües, migració i escola. Articles de Didàctica de la Llengua i la Literatura.

Llompart, J., & Birello, M. (2020). Migrant and Non-Migrant Origin Pre-Service Teachers’ Beliefs about Multilingualism and Teaching in Multilingual Classrooms: Convergences and Divergences, Sustainable Multilingualism, 17(1), 102–123. https://doi.org/10.2478/sm-2020-0015

Llompart, J., Dražnik, T., & Bergroth, M. (in preparation) Student teachers envisioning and acting on plurilingualism.

Llompart, J., & Moore, E. (2020). La reflexión para la didáctica lingüísticamente inclusiva. Textos de Didáctica de la Lengua y la Literatura, 88, pp. 55–60.

Llompart, J., & Moore, E. (2020). La reflexió per a la didàctica lingüísticamente inclusiva. Articles de Didàctica de la Llengua i la Literatura, 85, pp. 55–59.

Llompart, J., Moore, E., Nussbaum, L., & Masats, D. (2019). Mézclalo un poquito. Plurilingual practices in multilingual educational milieus. Journal of Bilingual Education and Bilingualism, 23(1), 98–112. https://doi.org/10.1080/13670050.2019.1598934  

Llompart, J., & Pascual, M. (in preparation). Student teachers perception on linguistically sensitive teaching and multilingualism in Barcelona.

Mačianskienė, N., & Bijeikienė, V. (2021). Perspectives of Linguistically Sensitive Teaching as a Component of Inclusive Classrooms in Lithuanian General Education. Pedagogika, 142(2), 89–104. https://doi.org/10.15823/p.2021.142.5

Moore, E., & Llompart, J. (2019). De la didàctica de les llengües a la didàctica del plurilingüisme. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(2), 57–65. https://doi.org/10.5565/rev/clil.27

Otwinowska, A.,  Bergroth, M., & Zyzik, E. (forthcoming) Supporting multilingual learning in educational contexts. Lessons from Poland, Finland, and California. In S. Björklund, & M. Björklund (Eds.), Policy and Practice for Multilingual Educational Settings: Comparisons Across Contexts. Multilingual Matters.

Peltoniemi, A., & Bergroth, M. (2020). Developing language-aware immersion teacher education: identifying characteristics through a study of immersion teacher socialisation. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2020.1757613

Pépiot, N., Auger, N., Guiraud, F., & Houée, C. (in preparation). Des classes plurilingues au musée, une expérience multidimensionnelle. Babylonia 3/2022: Vivre les langues au musée.