λογος Monica Bravo Granstr ̈ om Teachers’ Beliefs and Strategies when Teaching Reading in Multilingual Settings Case Studies in German, Swedish and Chilean Grade 4 Classrooms Monica Bravo Granström Teachers’ Beliefs and Strategies when Teaching Reading in Multilingual Settings Case Studies in German, Swedish and Chilean Grade 4 Classrooms Logos Verlag Berlin λογος In an effort to make it more accessible to a general readership, the thesis has been slightly modified and in some parts shortened. One part (the codebook with examples from the transcriptions and the coding) can be found on the Logos Verlag homepage: https://www.logos-verlag.de/cgi-bin/engbuchmid?isbn=4842&lng=deu&id= Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche National- bibliografie; detailed bibliographic data is available in the Internet at http://dnb.d- nb.de. c © Copyright Logos Verlag Berlin GmbH 2019 Alle Rechte vorbehalten. ISBN 978-3-8325-4842-1 Logos Verlag Berlin GmbH Comeniushof, Gubener Str. 47, D-10243 Berlin Tel.: +49 (0)30 / 42 85 10 90 Fax: +49 (0)30 / 42 85 10 92 http://www.logos-verlag.de List of figures i Teachers’ Beliefs and Strategies when Teaching Reading in Multilingual Settings Case Studies in German, Swedish and Chilean Grade 4 Classrooms Dissertation zur Erlangung des akademischen Grads eines Doktors der Philosophie (Dr . phil.) an der Pädagogischen Hochschule Weingarten, Deutschland Autorin : Monica Bravo Granström Hans - Wagenitz - Str. 3 88677 Markdor f Deutschland/Germany bravo@ph - weingarten.de Erstgutachter : Prof. Dr. Gregor Lang - Wojtasik Pädagogische Hochschule Weingarten Deutschland/Germany Zweitgutachter : Associate Prof. Dr. Ulf Fredriksson Stockholms universitet Sverige/Sweden Einreich ungsdatum : 27.06.2018 4 5 Contents List of figures ................................ ................................ ................................ ............ 10 List of tables ................................ ................................ ................................ .............. 11 List of abbreviations ................................ ................................ ................................ 12 Abstract – English ................................ ................................ ................................ ..... 13 Abstract – D eutsch ................................ ................................ ................................ ... 14 Abstract – svenska ................................ ................................ ................................ ... 15 Abstract – español ................................ ................................ ................................ .... 16 Acknowledgments ................................ ................................ ................................ .... 17 PART ONE Points of departure, contexts and theory ................................ ........... 19 1 Introduction ................................ ................................ ................................ ........ 20 1.1 Aims and research questions ................................ ................................ ............. 22 1.2 Outline of the thesis ................................ ................................ ............................. 23 2 Contextual background ................................ ................................ ..................... 25 2.1 Co mparative international education research ................................ .................. 25 2.1.1 Research in the light of globalization ... ................................ ................................ ............ 27 2.1.2 ... and migration ................................ ................................ ................................ ................ 29 2.1.3 A globalized research context colored b y (trans - )migration ................................ .............. 30 2.2 Linguistic diversity: multilingualism and related concepts .............................. 31 2.2.1 Usage and perception of concepts ................................ ................................ .................... 34 2.2.2 Linguistic diversity in this study ................................ ................................ ......................... 38 2.3 Linguistic diversity in Germany, Sweden and Chile ................................ .......... 39 2.3.1 Germany ................................ ................................ ................................ ............................ 40 2.3.2 Sweden ................................ ................................ ................................ .............................. 44 2.3.3 Chile ................................ ................................ ................................ ................................ ... 47 2.3.4 Summary on the linguistic diversity in the three countries ................................ ................ 49 2.4 The three countries’ education systems and the role of multilingualism and reading in those systems ................................ ................................ ................................ 50 2.4.1 Germany ................................ ................................ ................................ ............................ 50 6 2.4.1.1 Multilingualism and reading in the curricula ................................ .............................. 54 2.4.1.2 Multilingual students ................................ ................................ ................................ .. 56 2.4.2 Sweden ................................ ................................ ................................ .............................. 57 2.4.2.1 Multilingualism and reading in the curricula ................................ .............................. 59 2.4.2.2 Multilingual students ................................ ................................ ................................ .. 61 2.4.3 Chile ................................ ................................ ................................ ................................ ... 63 2.4.3.1 Multilingualism and reading in the curricula ................................ .............................. 66 2.4 .3.2 Multilingual students ................................ ................................ ................................ .. 67 2.4.4 Summary on the education systems in the three countries ................................ ............... 68 2.5 Concluding a multilayered context ................................ ................................ ..... 69 3 Theoretical framework ................................ ................................ ...................... 72 3.1 Beliefs in multilingual settings ................................ ................................ ............ 72 3.1.1 Approximating concepts regarding beliefs ................................ ................................ ......... 72 3.1.2 Teachers’ beliefs: perceptions of multilingualism in educational settings ......................... 76 3.1.3 A continuum of dualistic and dynamic beliefs drawing on the concept of heteroglossia ... 80 3.1.4 Monolingual habitus ................................ ................................ ................................ ........... 82 3.1.5 Beliefs, in this study ................................ ................................ ................................ ........... 84 3.2 Implementation approaches in multilingual settings ................................ ......... 85 3.2.1 Institutional language learning and teaching ................................ ................................ ..... 86 3.2.2 Teaching strategies in diversity ................................ ................................ .......................... 89 3.2.3 The role of reading ................................ ................................ ................................ ............. 95 3.3 Professional competence: the role of beliefs in the classroom implementation ................................ ................................ ................................ ................ 96 3.3.1 Approximating concepts regarding professional competence ................................ ........... 97 3.3.2 Professional competence in linguistic diversity ................................ ................................ .. 99 3.4 Concluding the theoretical framework and the examination lenses ............... 102 PART TWO Methods, findings, analysis and discussion ................................ .. 104 4 Methodology ................................ ................................ ................................ .... 105 4.1 Research design ................................ ................................ ................................ 105 4.1.1 Perspectives of international qualitative social research in a globalized world ............... 106 4.1.2 Case studies in different national contexts ................................ ................................ ...... 107 4.1.3 Some words on mixed methods ................................ ................................ ...................... 109 4.2 Sampling and selection criteria ................................ ................................ ......... 111 4.2.1 Country and citi es ................................ ................................ ................................ ............ 111 4.2.2 Participants ................................ ................................ ................................ ...................... 113 7 4.3 Data collection and methods ................................ ................................ ............. 116 4.3.1 Participant observation ................................ ................................ ................................ .... 117 4.3.2 Questionnaire ................................ ................................ ................................ .................. 120 4.3.3 Interviews ................................ ................................ ................................ ......................... 120 4.3.4 Field notes ................................ ................................ ................................ ....................... 124 4.3.5 Research diary ................................ ................................ ................................ ................. 125 4.4 Pilot study ................................ ................................ ................................ ........... 126 4.5 Transcription ................................ ................................ ................................ ...... 127 4.6 Data analysis method ................................ ................................ ........................ 130 4.6.1 Qualitative content analysis ................................ ................................ ............................. 130 4.6.2 Three analysis procedures ................................ ................................ .............................. 131 4.7 Methodological considerations ................................ ................................ ......... 134 4.7.1 Challenges for international comparative research ................................ ......................... 135 4.7.2 Challenges for this study ................................ ................................ ................................ 136 4.7.3 Challenges in qualitative transnational and multiple language rese arch processes ....... 137 4.7.4 Quality criteria ................................ ................................ ................................ .................. 143 4.7.5 Ethical aspects ................................ ................................ ................................ ................. 146 4.7.6 Researcher’s positionality: transnational and multilingual researcher ............................ 147 4.7.7 Limitations ................................ ................................ ................................ ........................ 149 4.8 Concluding remarks on the methodology ................................ ........................ 150 5 First analysis procedure: categorical structuring of the material ............... 152 5.1 Sample s in Germany, Sweden and Chile ................................ .......................... 152 5.2 The German classrooms ................................ ................................ .................... 153 5.2.1 Classroom DE2 ................................ ................................ ................................ ................ 154 5.2.1.1 Teacher Frau Vogel ................................ ................................ ................................ 154 5.2.1.2 Classroo m observations ................................ ................................ ......................... 155 5.2.1.3 Interview with Frau Vogel ................................ ................................ ........................ 159 5.2.2 Classroom DE3 ................................ ................................ ................................ ................ 163 5.2.2.1 Teacher Frau Mayer ................................ ................................ ............................... 163 5.2.2.2 Classroom observ ations ................................ ................................ ......................... 164 5.2.2.3 Interview with Frau Mayer ................................ ................................ ....................... 166 5.2.3 Summarizing the field experience in Germany ................................ ................................ 169 5.3 The Swedish classrooms ................................ ................................ ................... 171 5. 3.1 Classroom SV1 ................................ ................................ ................................ ................ 171 5.3.1.1 Teacher Lotta ................................ ................................ ................................ .......... 172 5.3.1.2 Classroom observations ................................ ................................ ......................... 172 8 5.3.1.3 Interview with Lotta ................................ ................................ ................................ .. 174 5.3.2 Classroom SV2 ................................ ................................ ................................ ................ 178 5.3.2.1 Teacher Malin ................................ ................................ ................................ .......... 178 5.3.2.2 Classroom observations ................................ ................................ .......................... 179 5.3.2.3 Interview with Malin ................................ ................................ ................................ 182 5.3.3 Summarizing the field experience in Sweden ................................ ................................ .. 186 5.4 The Chilean classroom ................................ ................................ ...................... 188 5.4.1 Classroom CL1 ................................ ................................ ................................ ................ 188 5.4.1.1 Teacher Frau Maria ................................ ................................ ................................ 189 5.4.1.2 Classroom observation ................................ ................................ ............................ 189 5.4.1.3 Interview with Frau Maria ................................ ................................ ........................ 192 5.4.2 Summarizing the field experience in Chile ................................ ................................ ....... 195 5.5 Steps taken for the first analysis procedure ................................ .................... 196 5.6 Concluding remarks on the first analysis procedure ................................ ....... 204 6 Second analysis procedure: evaluative coding ................................ ............ 208 6.1 Steps taken ................................ ................................ ................................ ......... 208 6.1.1 Reconstructing a continuu m: dualistic, uncertain and dynamic beliefs ........................... 213 6.1.2 Reconstructing implementation approaches: static, inquisitive, active, intermittent and continual ................................ ................................ ................................ ................................ ........ 216 6.2 Concluding remarks on the second ana lysis procedure ................................ 223 7 Third analysis procedure: constructing types ................................ .............. 226 7.1 Steps taken ................................ ................................ ................................ ......... 22 7 7.1.1 Establishing types of strategies ................................ ................................ ....................... 228 7. 1.2 Introducing a matrix ................................ ................................ ................................ ......... 232 7.2 Concluding remarks on the third analysis procedure ................................ ..... 233 7.3 Concluding remarks on the three analysis procedures and the findings ...... 234 7 .3.1 Beliefs ................................ ................................ ................................ .............................. 234 7.3.2 Implementation ................................ ................................ ................................ ................ 235 8 Concluding discussion ................................ ................................ ................... 237 8.1 Discussion of the findings ................................ ................................ ................. 237 8.2 Contributions ................................ ................................ ................................ ...... 247 8.3 Researcher’s reflexivity ................................ ................................ ..................... 249 8.4 Future directions ................................ ................................ ................................ 251 9 References ................................ ................................ ................................ ............... 253 Appendix A: Interview guide in German ................................ ............................... 294 Appendix B: Interview guide in Swedish ................................ .............................. 296 Appendix C: Questionnaire in German ................................ ................................ 298 Appendix D: Questionnaire in Swedish ................................ ................................ 299 Appendix E: Transcription of quotes - ori ginal language and translations ....... 300 List of figures 10 List of figures Fig. 1: Immigrants to Germany in 2015 by country of origin ................................ ................................ .. 41 Fig. 2: Immigrants to Germany over time by country of origin ................................ ............................... 42 Fig. 3: Immigration and emigration in Sweden over time ................................ ................................ ...... 45 Fig. 4: Overview of the education system in Baden - Württemberg ................................ ........................ 53 Fig. 5: Students with a migration backgro und in general education schools in Baden - Württemberg, school year 2015/2016 ................................ ................................ ................................ .......................... 54 Fig. 6: Overview of the Swedish education system ................................ ................................ ............... 59 Fig. 7: Overview of the Chilean education system ................................ ................................ ................ 65 Fig. 8: The multilayered context of this study: macro, meso and micro levels ................................ ...... 70 Fig. 9: Model of teachers’ professional competence ................................ ................................ ........... 101 Fig. 10: Research process ................................ ................................ ................................ ................... 108 Fig. 11: Analysis method and process: overview of the three analysis procedures (AP) ................... 134 Fig. 12: Text about the bicycle in classroom DE2 ................................ ................................ ............... 156 Fig. 13: Information on group work wi th texts in the Lesekonferenz (reading conference) ................. 157 Fig. 14: Questions regarding the text about the bicycle ................................ ................................ ...... 157 Fig. 15: Information on how to write an accident report ................................ ................................ ...... 159 Fig. 16: Poster on the classroom door DE3 ................................ ................................ ......................... 164 Fig. 17: Reading strategy figures from En läsande klass in classroom SV1 ................................ ....... 176 Fig. 18: Abstract from the book Läsförståelse A in classroom SV1 ................................ .................... 177 Fig. 19: Abstract from the book Kompisboken (Hallberg, 2012) in classroom SV1 ............................ 180 Fig. 20: Pictures regarding reading strategies in classroom SV2 ................................ ....................... 185 Fig. 21: Ex ample of a bilingual illustration in classroom CL1 ................................ .............................. 189 Fig. 22: Frühlings - Elfche n in classroom CL1 ................................ ................................ ....................... 191 Fig. 23: Coding frame structure ................................ ................................ ................................ ........... 198 Fig. 24: Steps in the 1 st A P (structuring) ................................ ................................ .............................. 200 Fig. 25: First category in the 1 st AP (structuring): beliefs about multilingualism ................................ .. 202 Fig. 26: Second category in the 1 st AP (structuring): implementation LWMUL - 1 st subcate gory - ‘didactical’ ................................ ................................ ................................ ................................ ............ 203 Fig. 27: Second category in the 1 st AP (structuring): implementation LWMUL - 2 nd subcategory ‘organizational’ ................................ ................................ ................................ ................................ ..... 203 Fig. 28: Third category in the 1 st AP (structuring): key data of the teachers ................................ ....... 204 Fig. 29: Steps taken in the 2 nd AP (evaluative) ................................ ................................ .................... 212 Fig. 30: Categories in the 2 nd AP (evaluative) ................................ ................................ ..................... 212 Fig. 31: Code relations browser on imp lementation - manner and time span (2 nd AP) ....................... 223 Fig. 32: Categories in the 3 rd AP ................................ ................................ ................................ .......... 228 Fig. 33: Matrix of strategies (3 rd AP) ................................ ................................ ................................ .... 233 List of tables 11 List of tables Ta b. 1: The 10 most spoken languages in Sweden and estimated number of native speakers (not including Swedish) ................................ ................................ ................................ ......................... 47 Tab. 2: Frame conditions of the education systems in Germany (BW), Sweden and Chile ................. 50 Tab. 3 : The 10 most common mother tongues among students in Sweden entitled to mother tongue instruction ................................ ................................ ................................ ................................ .............. 62 Tab. 4: Forms of dealing with multilingualism in educational settings (modified from Baker, 2006) .... 87 Tab. 5: Classrooms, teachers and time - period of classroom observations ................................ ........ 115 Tab. 6: Composition of the students in the classrooms and their home languages ........................... 115 Tab. 7: Duration of t he interview recordings ................................ ................................ ....................... 123 Tab. 8: Applied transcription conventions ................................ ................................ ........................... 129 Tab. 9: Material overview ................................ ................................ ................................ .................... 151 Tab. 10: Key topics after the 1 st AP ................................ ................................ ................................ ..... 206 List of abbreviations 12 List of abbreviations AP Analy sis procedure B Befrag t er (Interviewe e ) BW Baden - Württemberg (Region in Germany) CL Chileno ( Chilean ) DaF Deutsch als Fremdsprache (German as a Foreign Language) DE Deutsch ( German ) I Interview er (Interviewe r ) EU E uropean U nion FL Foreign Language KMK Kultusministerkonferenz ( Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany) L1 , L2, L3 First language , second language, third language LWMU L Life - world multilingualism M U L Multilingualism M U LR Multilingual resources OECD Organisation for Economic Co - operation and Development QCA Qualitative content analysis PIRLS Progress in International Reading Literacy Study (in German IGLU: Internatio- nale Grunds chul - Lese - Untersuchung ) PISA Programme for International Student Assessment PSU Prueba Selección Universitaria (university - entrance examination), Chile SLA Second language acquisition SCB Statistiska centralbyrån (Sweden statistics) SV Svenska ( Swedish ) UN ESCO United Nations Educational, Scientific and Cultural Organization ZfA Zentralstelle für das Auslandsschulwesen (Central Agency for German Schools Abroad) Abstract – English 13 Abstract – English Globalization has not only changed our society, it has also had a profound eff ect on education. Many schools deal with student populations which, due to migration , are in- creasingly multilingual. Politically, few argue against the importance of multilingualism ; rather, it is promoted. However, in practical terms the challenges associ ated with teach- ing and educational policies have increased as a result of linguistic diversity among student bodies. Moreover, reading is certainly regarded as a key learning skill, but how is the students’ life - world multilingualism (LWMUL) taken into con sideration? Previous research suggests that there are significant links between teachers’ beliefs and practices , making this a compelling issue. The overall aim of this study wa s thus to gain a deeper understanding on teachers’ beliefs and strategies when teaching reading in multilingual settings. Using a cross - disciplinary, qualitative research methodology ap- proach, the empirical inquiry consists of case studies with different, linguistically diverse settings. The case studies include classroom observatio ns as well as teacher interviews in German, Swedish and Chilean grade 4 classrooms. After a qualitative content analysis in three analysis procedures, the results suggest dualistic beliefs being exhibited by the teachers The separation of languages is be- l ieved to be of major importance, thus providing space almost exclusively for the aca- demic language of instruction. This is reflected in the teachers’ strategies, leading to a static implementation, in which the students’ life - world multilingual resources ( MULR) are generally not included. A lack of professional competence could be observed in issues regarding multilingualism, allowing beliefs rather than evidence - based knowledge to be the deciding factor in the practice . Four types of strategies for teachin g reading in multilingual settings were identified, and an inattentive type of strategy, in- cluding a blindness to difference, seems to dominate. Keywords: teachers’ beliefs, teaching strategies, teaching implementation, linguistic diversity, multilingualis m, G ermany, Sweden, Chile, Grade 4 Abstract – Deutsch 14 Abstract – Deutsch Globalisierung hat nicht nur unsere Gesellschaft verändert, sie hat auch eine tiefge- hende Wirkung auf Bildung. Viele Schulen erleben Schülerschaften, die aufgrund der Migration zunehmend mehrsprachig s ind. Auf einer politischen Ebene bestreitet keiner die Bedeutung der Mehrsprachigkeit, vielmehr wird sie gefördert. Auf einer praktischen Ebene haben die Herausforderungen in bildungspolitischem Sinne allerdings zugenom- men als Ergebnis der linguistischen D iversität der Schüler. Darüber hinaus wird Lesen als eine der wichtigsten Fähigkeiten der Schüler angesehen, aber wie wird die lebens- weltliche Mehrsprachigkeit der Schüler dabei berücksichtigt? Bisherige Forschung deutet darauf hin, dass signifikante Verb indungen zwischen Über- zeugungen ( beliefs ) der Lehrkräfte und deren Praxis bestehen, was diese als beson- ders forschungsbedürftig darstellt. Das übergeordnete Ziel dieser Thesis war es daher, ein tieferes Verständnis bezüglich der Überzeugungen und der benut zten Strategien im Leseunterricht in mehrsprachigen Settings zu gewinnen. Das empirische Material die- ser qualitativen Studie besteht aus Fallstudien in einem interdisziplinären Ansatz. Die Fallstudien umfassen Beobachtungen des Unterrichtes und Interviews mit den Lehr- kräften in deutschen, schwedischen und chilenischen vierten Klasse n Die Ergebnisse einer qualitativen Inhaltsanalyse , gegliedert in drei analytische Proze- duren , weisen auf dualistische Überzeugungen der Lehrkräfte hin . Die Sprachen ausei- nander zu halten ist von großer Bedeutung und fast ausschließlich der Unterrichtsspra- che wird Raum im Klassenzimmer angeboten. Dies reflektiert sich in den Strategien der Lehrkräfte und führt zu einer statischen Implementierung, in der die lebensweltlichen Sprac hen der Schüler normalerweise nicht einbezogen werden. Bezüglich der Mehr- sprachigkeit stellt sich eine geringe Kompetenz der Lehrkräfte dar, so dass nicht evi- denzbasierten Kompetenzen, sondern Überzeugungen ausschlaggebend in der Praxis sind. Vier Strategi etypen konnten im Leseunterricht in mehrsprachigen Settings identi- fiziert werden, davon scheint eine Strategie zu dominieren, die keine größere Aufmerk- samkeit auf Unterschiede der Schüler schenkt. Keywords: Lehrerüberzeugungen, Unterrichtsstrategien, Impl ementierung, linguisti- sche Diversität, Mehrsprachigkeit, Deutschland, Schweden, Chile, Klasse 4 Abstract – svenska 15 Abstract – svenska Global i sering har inte bara förändrat v årt samhälle, utan även haft stor påverkan på utbildningssektorn. Genom migration har antalet flersp råkiga elever i m ånga skolor ökat På ett politisk t plan är det få som argumenterar mot flerspråkig h et en , snarare framförs initiativ för att främja den. På ett praktiskt plan har emellertid utmaningarna inom undervisning och utbildningspolitik ökat som res ultat av den språkliga mångfalden hos eleverna. Läsning anses vara väldigt viktig för inlärning överhuvudtaget , men hur tas elevernas flerspråkighet ur deras egen livsvärld i beaktande i undervisningen? Tidigare forskning visar på starka kopplingar mellan lärares uppfattningar ( beliefs ) och deras praxis vilket gör detta till ett intrigerande ämne. Det övergripande syftet med denna studie va r därför att få en bättre förståelse för lärares uppfattningar och strategier vid läsundervisning i flerspråkiga miljö er. M aterialet utgörs av fallstudier genomförda i olika miljöer av språklig mångfald som undersökts med en tvärvetenskaplig, kvalitativ ansats. Fallstudierna inkluderar klassrumsobervationer samt intervjuer med lärare i tyska, svenska och chilenska skolkla sser i årskurs 4. En kvalitativ innehållsanalys, uppdelad i tre analysprocedurer, genomfördes och resultaten tyder på dualistiska uppfattningar hos lärarna Att skilja på språken v erkar vara av betydelse, vilket nästan endast ger utrymme till språket som a nvänds i undervisningen. Detta återspeglas i lärarnas stategier och leder till en statisk implementering där elevernas språk från hemmet normalt sett inte inkluderas. Även en viss brist på professionell kompetens kring flers pråkighet kunde observeras. Dett a gör att uppfattningar , snarare än evidensbaserad kunskap, är en avgörande faktor bakom pedagogiska val. Fyra olika typer av strategier för undervisning i flerspråkiga miljöer kunde identifieras och en typ av st rategi som inte skänker den språkliga mångfa lden någon större uppmärksamhet, utan snarare uppvisar en blindhet inför mångfalden, verkar dominera. Keywords: lärare s uppfattningar, undervisningsstrategier, implementering undervisning, spr åklig mångfald , flerspråkighet , Tyskland , Sverige , Chile, årskur s 4 Abstract – español 16 Abstract – español La globalización no so lo ha cambiado nuestra sociedad, sino que también tiene un efecto profundo sobre la educaci ón. Debido a la migración, m uchos colegios se encuentran con poblaciones escolares cada vez m ás multilingües A nivel político, el multilingüismo se ve más bien promocionado que cuestionado. Sin embargo, e n términos prá c ticos, los desafíos que afrontan las política s educativas se han incrementado como resultado de la diversidad lingüística en las poblaciones escolares As í mismo , aunque la lectura está considerada una de las partes más vital e s d el aprendiz aje, ¿cómo se está teniendo en cuenta el multilingüismo en la vida propia ( Lebenswelt ) de los escolares ? Investigaciones realizadas indican que existen vínculos signific ativos entre las creencias ( beliefs ) de los profesores y las p rácticas, justificando la revelancia de este estudio. El objectiv o principal de est a t e sis e s aportar una comprensión más profunda sobre las creencias de los profesores y sus estratégicas durant e la enseñanza de la lectura en entornos multilingües. Los datos empí r i cos consisten de estudios de casos en entornos lingüísticamente diversos, desde un enfoque de carácter interdisciplinario. Los casos incluyen observaciones en aulas y entrevistas a prof esores de cuarto curso en Alemania, Suecia y Chile Después de un análisis cualitativ o realizado mediante tres procedimientos analíticos, los resultados indican que los profesores sostienen creencias dualist as. Esto implica que l a separación de diferentes idiomas es de mayor relevancia, dando espacio casi únicamente al lenguaje de instrucción. S e refleja en las estrategias de los profesores, produciendo una implementación estática, en la cual los recursos multilingües de l a propia vida de l os escolares gene ralmente no están incluidos. Se notó una auscencia de conocimientos en cuestiones relativas al multilingüismo, dando paso a que las creencias , y no los conocimientos basados en la evidencia empírica , sean el factor decisivo en la práctica. Se identificaron c uatro tipos de estrategias en la enseñanza de la le ctura en entornos multilingües, de los que parece prevalecer u n tipo de estrategia de desatención , sin tener en cuenta la diversidad. Keywords: creencias, e strategías, implementación en clase, diversidad lingüística , multilingüismo, Alemania, Suecia, Chile, cuarto grado Acknowledgments 17 Acknowledgments Standing before the final phase of an almost four - year roller coaster ride , which this study has been, I look back at the beg innings of the ride and feel gratitude towards so many people. Firstly, it has to be stated, that I have never been a fan of roller coaster rides. I have actually only ridden one once and that was by mistake, wanting to accom- pany my children in what I thou ght would be a slow ride through a Legoland castle. I was about to throw up during the whole ride, while – even though it only took a couple of minutes – for me it seemed like an eternity. The ride of a PhD thesis is similar. Lows in the darkness when an i mposter syndrome voice within whispers , “Can you really do this? You don’t understand anything”, are mixed up with tummy - tickling highs when the fog of previously un understood literature is dispersed and you can actually distinguish a pattern. I have thus words of gratefulness for many people. First of all, I am indebted to my two supervisors. My main supervisor at the P ädagogische H ochschule Weingarten, Gregor Lang - Wojtasik has, besides his vast, combined knowledge and experience, shown in- credible patienc e. He has always listened to me and supported me, even in the begin- ning, when I tried to hide my insecurity of not fitting in , in th is, for me , new German pedagogical context , through providing simplified arguments for a complex life - world ; f or setting me on - course, believing in my plans to do research i n three c ountries in a cross - disciplinary approach, and for careful eyes and insightful feedback: herzlichen Dank! Das Blatt hat einfach nicht genügend Platz für alle “Danke”, die ich dir sagen möchte. Ohne dich bin ich mir nicht sicher, ob ich die Arbeit zu Ende hätte bringen können My assistant supervisor, Ulf Fredriksson, at Stockholm University in Sweden, has sup- ported me in an equally patient way. He also always took the time to listen to my inse- curitie s, when I was sometimes feeling lost in my new German context , and seeking comfort in my previous well - known Swedish environment. “Ett varmt tack” uttrycker inte ens hälften av min tacksamhet för detta, det gör ju sällan ord, men dina kloka och kunniga kom mentarer har varit ytterst bidragande till slutresultatet. Besides these two people , there are so many other s who have taken the time to discuss my project. In my initial phase at the PH, the advice and knowledge of my office col- league , Lisa Schäfer , contr ibuted considerabl y to me being able to start at all. Markus Acknowledgments 18 Janssen is another colleague, who took the time to dwell upon different issues with me during the years of this doctoral ride. My colleagues Sabrina Gerland - Mallon and Ga- briella von Lieres provid ed me with priceless support in the thorny jungle of academic writing in English – thank you for your patience!! Many other people contributed in an extensive process of discussions and/or proof - reading. I will not be able to mention you all, but you shoul d know that I am very grateful. Therefore, especially to Karin Bäckman O’Hara, Iris Egger, Kamilla György, Charlotte Jakobsson Muñiz, Yvonne Krug, Rita Ros- enback , Linda Ström and Antje Wilton: tack, kiitos, Danke, köszönöm, gracias , thank you! To the schoo ls, teachers and students participating: thank you ( tack/gracias ) for your time, patience and willingness to share your everyday life in the classrooms, for taking the time to answer my questions and discussing matters related to my research. The financia l foundations should not be forgotten either. My start at PH Weingarten was enabled though a project financed by the Baden - Württemberg Stiftung, which allowed the trip to Chile for data collection. Later on, a scholarship from Svenska Institutet ena- bled th e data collection in Sweden as well as attending conferences there . In the final phase, a scholarship from PH Weingarten provided the means for me to attend crucial conferences in Germany and for purchasing literature. Last, but certainly not least, those who have suffered and rejoiced alongside me throughout the whole doctoral ride, my family. My children Erik and Ingrid have been the inspiration for this study. Observing their multilingual