{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,7,30]],"date-time":"2025-07-30T15:16:14Z","timestamp":1753888574461,"version":"3.41.2"},"reference-count":54,"publisher":"FapUNIFESP (SciELO)","license":[{"start":{"date-parts":[[2021,1,1]],"date-time":"2021-01-01T00:00:00Z","timestamp":1609459200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2021,1,1]],"date-time":"2021-01-01T00:00:00Z","timestamp":1609459200000},"content-version":"am","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2021,1,1]],"date-time":"2021-01-01T00:00:00Z","timestamp":1609459200000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Rev. Bras. Educ."],"abstract":"<jats:p>ABSTRACT This study examined teaching practices developed by teachers to respond to linguistic diversity in a Portuguese case study. We analysed the position that students\u2019 languages received in the classroom, and what these practices revealed about teachers\u2019 awareness of multilingual pedagogies, a step to social justice. Three main strategies emerged: promoting Portuguese without involving students\u2019 languages, using a common language (English) as lingua franca, using students\u2019 languages. These strategies appeared in a dynamic way as teachers tried to satisfy the aims of developing the language of schooling, communicating with students and valuing students\u2019 linguistic identities. Prioritising Portuguese language dominated, and the strategies were enacted through monolingual views, indicating little awareness of multilingual pedagogies. Thus, the need to support teachers in transforming practices in multilingual classrooms is emphasised.<\/jats:p>","DOI":"10.1590\/s1413-24782021260038","type":"journal-article","created":{"date-parts":[[2021,6,18]],"date-time":"2021-06-18T12:04:37Z","timestamp":1624017877000},"source":"Crossref","is-referenced-by-count":7,"title":["Teaching in multilingual classrooms: strategies from a case study in Portugal"],"prefix":"10.1590","volume":"26","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9400-4851","authenticated-orcid":false,"given":"Nikolett","family":"Szelei","sequence":"first","affiliation":[{"name":"Ghent University,  Belgium"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1814-1042","authenticated-orcid":false,"given":"Ana Sofia","family":"Pinho","sequence":"additional","affiliation":[{"name":"Universidade de Lisboa,  Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6950-3245","authenticated-orcid":false,"given":"Lu\u00eds Alexandre da Fonseca","family":"Tinoca","sequence":"additional","affiliation":[{"name":"Universidade de Lisboa,  Portugal"}]}],"member":"530","published-online":{"date-parts":[[2021]]},"reference":[{"year":"2010","author":"ANDERSON J.","key":"ref1"},{"issue":"3","key":"ref2","doi-asserted-by":"crossref","first-page":"307","DOI":"10.1080\/01425691003700540","article-title":"Exploring bilingualism in a monolingual school system: Insights from Turkish and native students from Belgian schools","volume":"31","author":"AGIRDAG O.","year":"2010","journal-title":"British Journal of Sociology of Education"},{"issue":"4","key":"ref3","doi-asserted-by":"crossref","first-page":"343","DOI":"10.1080\/09500782.2013.788189","article-title":"\u201cA classroom is not a classroom if students are talking to me in Berber\u201d: Language ideologies and multilingual resources in secondary school English classes in Libya","volume":"27","author":"ASKER A.","year":"2013","journal-title":"Language and Education"},{"key":"ref4","series-title":"Studying diversity in teacher education","first-page":"399","volume-title":"Preparing teachers for diversity in the twenty-first century","author":"BALL A. 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