Beliefs of bilingual education teachers related to students who are speakers of german as a mother tongue

Abstract

There are several factors that may interfere with an effective teaching-learning process of bilingual students from linguistic minority communities in Brazil -  whether they are related to the lack of adequate preparation offered to teachers or to hegemonic perspectives regarding these minorities. Therefore, this article aims to identify the beliefs of teachers in a bilingual context and their implications in the education of students who speak German as their mother tongue. To that  end, a literature review of studies in the area was carried out, as well as considerations about possibilities for bilingual and multilingual classrooms, based on Fritzen (2007), Graves (2000), Liberali and Swanwick (2020), among others. A survey instrument was designed and sent to teachers inserted in the scope of this study. Finally, the results are examined, which present the beliefs of the participants, and analyzed in relation to the exposed theory. The result exposed that misconceptions are  still perpetuated about the learning of bilingual students, as well as some resistance to bilingual practices in the classroom, which points to teaching strategies consistent with this vision.