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

Björklund, S. (17.12.2020). Minoritetsforskning = Minority research [ÅAU News article]. Available at https://www.abo.fi/nyheter/minoritetsforskning-siv-bjorklund/

Dražnik, T., Llompart, J., & Bergroth, M. (in preparation) Student teachers’ expressions of fear in handling linguistically diverse classrooms in Slovenia, Catalonia and Finland.

European Day of Languages: Languages in the European Education Area (27.9.2021). Online conference with Nathalie Auger and Bronka Straus as panelist and Mari Bergroth as representative for Åbo Akademi University as Listiac coordinator. Available at https://webcast.ec.europa.eu/2021-european-day-of-languages-languages-2021-09-27

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. 100113. VAKKI Publications 12. Available at https://vakki.net/index.php/2020/12/31/workplace-communication-iii/  

Haagensen, J., & Bergroth, M. (in preparation) Språkmedvetet på skärmen? Lärares relationsarbete vid distansundervisning. To be submitted to Ainedidaktiikka 
 

Ituiño Aguirre, L., van der Worp, K.,  Saragueta, E., Galdos, O., & Gaspar, A. (2021). Linguistically sensitive teaching in a multilingual context: perceptions of pre-service teachers of the Basque autonomous community, Sustainable Multilingualism, 18, 45–70. https://doi.org/10.2478/sm-2021-0003 

Llompart, J. (2021). Lenguas, migración y escuela. Textos de Didáctica de la Lengua y la Literatura.
 

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 Multilingualism17(1), 102–123. https://doi.org/10.2478/sm-2020-0015

Llompart, J., Birello, M., & Moore, E. (2021). Convergences and divergences in pre-service teachers’ beliefs about multilingualism and teaching in multilingual settings. Abstract for the conference: Multilingualism on My Mind, March 2021

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

Moate, J., Sopanen, P., & Aalto, E. (2021). Kielitietoinen polku opettajankoulutuksessa. Verkkosivusto opettajankoulutukseen. Jyväskylän yliopiston opettajankoulutuslaitos.[Language aware pathway in teacher education] University of Jyväskylä, Department of Teacher Education. Available at https://peda.net/id/adef4166e91 

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, March 2022) 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

Pižorn, K. (22.09.2020). Jezikov ne preganjamo iz razreda = We don’t chase languages out of class [Radio broadcast]. ARS. Available at https://ars.rtvslo.si/2020/09/jezikovni-pogovori-251/