English and French causal connectives in contrast

Discourse connectives are often said to be language specific, and therefore not easily paired with a translation equivalent in a target language. However, few studies have assessed the magnitude and the causes of these divergences. In this paper, we provide an overview of the similarities and discrepancies between causal connectives in two typologically related languages: English and French. We first discuss two criteria used in the literature to account for these differences: the notion of domains of use and the information status of the cause segment. We then test the validity of these criteria through an empirical contrastive study of causal connectives in English and French, performed on a bidirectional corpus. Our results indicate that French and English connectives have only partially overlapping profiles and that translation equivalents are adequately predicted by these two criteria.

Multigrade teaching in primary education as a promising pedagogy for teacher education in Austria and Finland

This chapter focuses on teaching practices used in multigrade classes and the importance of them being incorporated in teacher education as promising pedagogies for future use. Multigrade classes - defined as classes in which two or more grades are taught together - are common worldwide. Hence, there is a need for teacher candidates to become familiar with how to teach in split grade classrooms. However, research on multigrade teaching as well as its development in teacher education studies has been neglected, even though multigrade teachers need special skills to organize instruction in their heterogeneous classrooms. We argue that in successful multigrade teaching practices, the heterogeneity of students is taken into account and cultivated. Based on content analysis of teacher interviews conducted in Austrian and Finnish primary schools, we recommend teaching practices such as spiral curricula, working plans, and peer learning as promising teacher education pedagogies for future multigrade class teaching. We also suggest that the professional skills required in high-quality teaching practices in multigrade teaching should be further studied by researchers and educators.