个体因素对三年级教师多语教育信念的影响

IF 2.4 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Otilia Martí Arnandiz, Laura Portolés Falomir
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引用次数: 2

摘要

摘要:近十年来,对三级教师信念的实证研究取得了进展,因为教师认知对于理解多语言环境中的教学实践至关重要。然而其中许多作品涉及经验丰富的语言从业者(例如[Otwinowska,A.(2017)。英语教师的语言意识:摆脱单语偏见?语言意识,26(4),304-324]),并关注多语言教学的影响(例如[Gorter,D.,&Arocena,e.(2020)。跨语言课程中教师对多语的信念。System,92(102272)]。对职前内容教师的关注较少([Portolés,L.,&Martí,O.(2020)。教师对多语言教学法的信念和初始培训的作用。《国际多语学杂志》,17(2),248–264;Schroedler,T.,&Fischer,N.(2020).信仰在多语言课堂环境下教师专业化中的作用。《欧洲应用语言学杂志》,8(1),49-72])或教师培训以外的个人因素对他们信仰的影响。为了填补这一研究空白,本文考察了外部和内部因素是否影响121名受训教师对幼儿教育中使用多种语言的认知。尽管没有发现各组之间的显著差异,但研究结果显示,教师更倾向于实施多语言政策。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The effect of individual factors on L3 teachers’ beliefs about multilingual education
ABSTRACT Empirical research on L3 teachers' beliefs has gained momentum in the last decade since teacher cognition is paramount for understanding teaching practices in multilingual settings. Yet, many of these works deal with experienced language practitioners (e.g. [Otwinowska, A. (2017). English teachers' language awareness: Away with the monolingual bias? Language Awareness, 26 (4), 304–324]) and focus on the impact of instruction about multilingual pedagogies (e.g. [Gorter, D., & Arocena, E. (2020). Teachers' beliefs about multilingualism in a course on translanguaging. System, 92 (102272)]. Less attention has been awarded to pre-service content teachers ([Portolés, L., & Martí, O. (2020). Teachers' beliefs about multilingual pedagogies and the role of initial training. International Journal of Multilingualism, 17(2), 248–264; Schroedler, T., & Fischer, N. (2020). The role of beliefs in teacher professionalisation for multilingual classroom settings. European Journal of Applied Linguistics, 8 (1), 49–72]) or to the effect of individual factors other than teacher training on their beliefs. To address this research gap, the present paper examines whether external and internal factors affect 121 teacher trainees' cognition about multilingualism in Infant and Primary education. Although no significant differences across groups are found, results depict a teacher's profile more inclined towards implementing multilingual policies.
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来源期刊
CiteScore
7.00
自引率
5.70%
发文量
28
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.
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