Rethinking the ‘ideal native speaker’ teacher in early childhood education

IF 2.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language, Culture and Curriculum Pub Date : 2021-03-16 DOI:10.1080/07908318.2021.1898630

Julie Waddington

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引用次数: 9

Abstract

ABSTRACT Current foreign language education policies advocate plurilingual approaches to learning and teaching languages and call into question the ‘ideal native speaker’ as the ultimate model. Observations within a teacher training context indicate that this ideal still holds considerable weight among pre-service teachers. A study was carried out with students enrolled on the degree programme in Early Childhood Education at a university in Catalonia to explore the extent to which the ‘ideal native speaker’ model prevails within this community. The study analysed data from different instruments applied within the context of a core module which includes an innovative approach to embedding English as a foreign language in the early years. Findings confirm the prevalence of the model and reveal beliefs and assumptions which not only perpetuate the ideal itself, but also reinforce disempowering and discriminatory attitudes which are incongruent with current policies regarding language education. Changes reported in post-intervention findings highlight the need to develop reflective skills alongside linguistic and didactic competences in Early Childhood EFL Education. One of the main contributions of the study is its identification of deficit views of non-specialist teachers and its call for collaborative practice in which all linguistic abilities have a place. Video abstract Read the transcript Watch the video on Vimeo

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对幼儿教育中“理想母语”教师的再思考

摘要当前的外语教育政策提倡多语言学习和教学方法，并对“理想的母语者”作为最终模式提出了质疑。在教师培训背景下的观察表明，这一理想在职前教师中仍然占有相当大的分量。对加泰罗尼亚一所大学幼儿教育学位课程的学生进行了一项研究，以探索“理想母语者”模式在这个社区中的盛行程度。该研究分析了在核心模块背景下应用的不同工具的数据，该模块包括早期将英语作为外语嵌入的创新方法。调查结果证实了该模式的普遍性，并揭示了信念和假设，这些信念和假设不仅使理想本身永久化，而且强化了与当前语言教育政策不一致的剥夺权力和歧视态度。干预后研究结果中报告的变化强调了在幼儿EFL教育中培养反思技能以及语言和教学能力的必要性。该研究的主要贡献之一是发现了非专业教师的缺陷观点，并呼吁开展合作实践，让所有语言能力都有一席之地。视频摘要阅读文字记录在Vimeo上观看视频

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来源期刊

Language, Culture and Curriculum Multiple-

CiteScore

7.00

自引率

5.70%

发文量

期刊介绍： Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.