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Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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Abstract:
Internationally, multi-/plurilingualism has been defined as an important educational goal and plurilingual education as a right for all learners. The present study investigates the readiness of Norwegian pre-service teachers (N = 54) to lay the foundations for multilingualism and life-long language learning (LLLL) for all pupils in the elementary school English as a Foreign Language (EFL) classroom. For this purpose, we studied pre-service teachers’ conceptualization of multilingualism and their cognitions about laying the foundations for LLLL, using pluralistic approaches, and the importance of cross-linguistic awareness. The following data collection instruments were employed: (a) a survey with open- and closed-ended questions and (b) a short Likert scale survey with items based on the Framework of References for Pluralistic Approaches to Languages and Culture (FREPA). We found that the participants’ conceptualization of multilingualism reflected key dimensions in the field. The great majority of them had a positive view of the contribution that elementary school EFL teaching can make to multilingualism. The overwhelming majority were also positive about laying the foundations for LLLL and agreed that cross-linguistic awareness is important for pupils. However, almost one-third of the pre-service teachers were skeptical about pluralistic approaches to teaching.
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Keyword:
cross-linguistic awareness; English as a Foreign Language; multi-/plurilingual education; multi-/plurilingualism; pluralistic approaches; pre-service teachers; teacher cognition
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URL: https://doi.org/10.3390/languages7020109
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| 22 |
日本語教育実習における実習生の学びと変化 : 日本語教師養成講座の改善にむけて ; The Learning and Change of Teacher Trainees during Japanese Language Education Training : Toward Improving the Teacher Training Program
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| 23 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 24 |
Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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| 25 |
Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
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In: National Youth Advocacy and Resilience Conference (2022)
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| 26 |
Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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| 27 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 28 |
Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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| 29 |
Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
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| 30 |
A Hard Time Seeing the Relevance: Race and Discourse Identity in Language Teacher Preparation
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In: International Journal of Literacy, Culture, and Language Education; Vol. 2 (2022): Special Issue: Language Weaponization in Society and Education; 20-38 ; 2642-4002 (2022)
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| 31 |
Funds of Identity and Education: The Journey of a Latina Educator from Linguistic Erasure to Linguistic Empowerment
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In: Journal of Culture and Values in Education, 2020, Vol. 3, No. 2, pp. 100-119. (2022)
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| 32 |
"Si nosotros no usamos la lengua, ¿quién lo va a hacer?" : La trayectoria de una educadora intercultural bilingüe en la revitalización de la lengua indígena
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| 33 |
Teacher Without Teaching: school and teacher project for special education (1996-2016) ; Professor Sem Ensino: projeto de escola e professor para educação especial (1996-2016)
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In: Educação & Realidade [Education & Reality]; Vol. 46 No. 3 (2021) ; Educação & Realidade; v. 46 n. 3 (2021) ; 2175-6236 ; 0100-3143 (2022)
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| 34 |
Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
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| 35 |
Erinnerung und kulturelle Bildung : interdisziplinäre Perspektiven auf Geschichtskultur und zukunftsfähiges schulisches Lernen.
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| 36 |
Transformative Vocabulary: Fusing Vocabulary Instruction with Citizenship Education
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In: Certificate of Advanced Studies (CAS) in Literacy (2022)
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| 37 |
Connecting the “Real-World” to the Math Classroom: Implementing Professional Development for Mathematical Modeling
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In: Northwest Journal of Teacher Education (2022)
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| 38 |
Hard work / workload: discursive constructions of teacher work in policy and practice
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In: 1 ; 16 (2022)
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| 39 |
Linguistically Responsive Leaders: Working With Multilingual Students and Their Families
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 40 |
Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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