专家对语言意识和翻译对少数民族语言教育的贡献的看法

IF 1.5 2区文学 0 LANGUAGE & LINGUISTICS

Language Awareness Pub Date : 2021-08-12 DOI:10.1080/09658416.2021.1963976

I. Makarova, J. Duarte, Marcela I. Huilcán

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引用次数: 5

摘要

移民导致的语言多样性日益增加，给官方双语或多语地区的地方语言和少数民族语言教学带来了压力。本研究深入分析了教师和教师培训者对语言意识和翻译语言方法的看法和观点，这些方法可以增强学生的语言态度和学习少数民族语言(如荷兰的弗里斯兰语)的动机。该研究采用了定性设计，基于对8名教师和3名教师培训师的访谈分析，这些培训师代表了各自领域的专家。通过主题分析，我们概述了数据中最突出的主题。访谈显示，教师对语言意识和跨语言方法在少数民族语言教学中的价值持积极态度。然而，当涉及到实际的教学实践时，他们倾向于基于沉浸式的方法，以增加对少数民族语言的接触。本研究为少数民族地区的语言教学领域提供了一个贡献，它主张教师专业化，使教师能够运用语言意识和翻译语言方法，而不必担心导致少数民族语言的语言损耗。

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Experts’ views on the contribution of language awareness and translanguaging for minority language education

Abstract Increasing migration-induced language diversity is putting pressure on the teaching of regional and minority languages in official bi- or multilingual regions. This study presents an in-depth analysis of teachers’ and teacher trainers’ beliefs and views towards language awareness and translanguaging approaches as possible ways to enhance pupils’ language attitudes and motivation to learn a minority language, such as Frisian in the Netherlands. The study applies a qualitative design, based on the analysis of interviews with eight teachers and three teacher trainers, representing experts in their field. Through a thematic analysis, we provided an overview of the most salient themes within the data. Interviews revealed that teachers held positive beliefs about the value of language awareness and translanguaging approaches for minority language teaching. However, when it came to actual teaching practices, they favoured immersion-based approaches in order to enhance exposure to the minority language. This study offers a contribution to the field of language teaching in minority areas by arguing for teacher professionalisation to empower teachers in applying language awareness and translanguaging approaches without feeling anxious about causing language attrition of minority languages.

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来源期刊

Language Awareness Multiple-

CiteScore

3.70

自引率

10.00%

发文量

期刊介绍： Language Awareness encourages and disseminates work which explores the following: the role of explicit knowledge about language in the process of language learning; the role that such explicit knowledge about language plays in language teaching and how such knowledge can best be mediated by teachers; the role of explicit knowledge about language in language use: e.g. sensitivity to bias in language, manipulative aspects of language, literary use of language. It is also a goal of Language Awareness to encourage the establishment of bridges between the language sciences and other disciplines within or outside educational contexts.