https://languageonthemove.com/do-monolingual-teachers-produce-a-golem-effect-in-multilingual-students/ Multilingualism, Intercultural communication, Consumerism, Globalization, Gender & Identity, Migration & Social Justice, Language & Tourism Thu, 07 Sep 2017 07:11:00 +0000 hourly 1 https://wordpress.org/?v=6.9 https://languageonthemove.com/do-monolingual-teachers-produce-a-golem-effect-in-multilingual-students/#comment-47194 Thu, 07 Sep 2017 07:11:00 +0000 http://www.languageonthemove.com/?p=19715#comment-47194 Personally, I think monolingual teachers do somehow or rather produce a Golem effect in multilingual students. As mentioned in the study, the stronger the monolingual beliefs, the lesser trust they have in their bilingual students. I am really lucky to have mostly bilingual teachers during my schooling days, hence I did not have these issues. However, the four factors mentioned in ‘Pygmalion in the classroom’ is an exact example of my school. It was true that teachers often preferred teaching the ‘first’ class, as students in that class were classified as the brains of the school. Hence, they were nicer to students (climate), they were more passionate, and they taught more materials to students (input), they provided more opportunities to enhanced learning (response opportunity), and provided supportive feedback as well as encouragement to students. This was however, the complete opposite to students in the ‘last’ class, as students were categorised to the ‘cannot be helped’ category. Teachers often do not attend to them, which led students to deteriorate further. However, with such diversities in the current society, I sure hope that the school contexts has changed, and that they have adopted a more effective way of managing learner differences.

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