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The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education
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南臺灣英語教師對文法教學的認知 ; Teachers' Perceptions of Grammar Teaching in EFL Classrooms in Southern Taiwan
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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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Predicting the Intention to Use Technology in Education among Student Teachers: A Path Analysis
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In: Education Sciences ; Volume 11 ; Issue 9 (2021)
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University Lecturers’ Task-Based Language Teaching Beliefs and Practices
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In: Education Sciences ; Volume 11 ; Issue 11 (2021)
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Teachers’ beliefs about the use of learner’s dictionary: a contextual approach ; Crenças de professores sobre o uso do dicionário escolar: uma abordagem contextual
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In: Entrepalavras; v. 11, n. 10esp (11): Dicionário, Léxico e Ensino de línguas; 227-244 (2021)
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Covid-19-Triggered Online Learning Implementation: Pre-Service English Teachers’ Beliefs
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In: Metathesis: Journal of English Language, Literature, and Teaching; Vol 4, No 3 (2020): Metathesis: Journal of English Language, Literature, and Teaching; 232-248 ; 2580-2720 ; 2580-2712 ; 10.31002/metathesis.v4i3 (2021)
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Mehrsprachigkeit in der Schule. "That is the problem."
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Abstract:
Obwohl es global betrachtet mehr Sprachen als Nationen gibt, mehr multilinguale Menschen als monolinguale, bleibt die jeweilige Schulbildung oft nur einsprachig. In einer so versprachlichten Institution, wie die Schule eine ist, muss jedoch erfolgreiche Teilhabe unabhängig und gleichzeitig unter Einbezug ihrer unterschiedlichen Sprachen für alle Lernenden sichergestellt sein. Um dieser alles andere als romantisierenden, sondern demokratischen Grundsätzen entspringenden Forderung an die Schule gerecht werden zu können, müssen sich alle Lehrenden auch als Sprachlehrende verstehen. Hier setzt die folgende Untersuchung an: Durch die Befragung jeweils drei deutscher und südafrikanischer Lehrkräfte soll im kontrastiven Vergleich Einsicht in exemplarische Überzeugungsstrukturen hinsichtlich Mehrsprachigkeit erlangt werden. Diese begründet sich in der Vorannahme, dass die südafrikanischen Lehrkräfte aufgrund der elf Amtssprachen Südafrikas Mehrsprachigkeit anders begegneten als die deutschen. Gleichzeitig besteht die theoriegeleitete Annahme, dass sich elaborierte sprachsensible Überzeugungen nicht nur durch entsprechende (Berufs-)Erfahrungen generieren, sondern vor allem durch im Lehramtsstudium entsprechend erworbene Kompetenzen. Daher sollen im zweiten Schritt aus erhofften Synergieeffekten zwischen den Sprachbildungsmodulen innerhalb der Ausbildung angehender Lehrkräfte einerseits für ein Schulsystem mit einer dominanten Schulsprache und andererseits für eines, dass der Elf-Amtssprachen-Regelung gerecht werden muss, entsprechende Modulbeschreibungen analysiert werden. Abschließend mögen mehrsprachigkeitssensibilisierende Kompetenzen in einer Gesamtschau unabhängig von nationalen Kontexten formuliert werden. Um das Fehlen eines geeigneten Erhebungsinstruments zu kompensieren, wird ein Strukturmodell zu mehrsprachigkeitsbezogenen Überzeugungen entwickelt, das die beiden Konzepte Mehrsprachigkeit und berufsbezogene Überzeugungen kontextunabhängig vereint. ; Although there are more languages than nations, more multilingual people than monolingual ones, the respective school education often remains monolingual. In an institution as linguistically promised as the school is, however, successful participation must be ensured for all learners, independently and at the same time taking into account their different languages. In order to be able to do justice to this demand on the school, which is anything but romanticizing but democratic, all teachers must also see themselves as language teachers. This is the starting point for the following investigation: By interviewing three German and three South African teachers each, a contrastive comparison is to be made in order to gain insight into exemplary structures of beliefs regarding multilingualism. This is based on the assumption that South African teachers have a different approach to multilingualism than German teachers because of South Africa's eleven official languages. At the same time, there is the theory-based assumption that elaborate language-sensitive beliefs are not only generated by corresponding (professional) experience, but above all by competences acquired in teacher training. Therefore, in a second step, based on hoped-for synergy effects between the language training modules within the training of future teachers, corresponding module descriptions are to be analysed for a school system with a dominant school language on the one hand and for one that has to comply with the eleven official languages regulation on the other. In conclusion, multilingualism-sensitising competences may be independently be formulated by national contexts. In order to compensate for the lack of a suitable survey instrument, a structural model on multilingualism related beliefs will be developed, which combines the two concepts of multilingualism and teachers´ beliefs in a context-independent way.
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Keyword:
400 Sprache; Beliefs; DaF / DaZ; ddc:400; Deutschland; Didaktik; Germany; Lehrkräfteausbildung; Mehrsprachigkeit; Multilingualism; School; Schule; South Africa; Sprachbildung; Südafrika; Teacher training; Teachers´beliefs; Teaching methods; Überzeugungen
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URN:
urn:nbn:de:kobv:11-110-18452/21826-7
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URL: https://doi.org/10.18452/20978
http://edoc.hu-berlin.de/18452/21826
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Valoraciones de futuros profesores de español hacia las variedades cultas de su lengua. Datos de Granada ; Evaluations of future Spanish teachers towards the varieties of their language. Granada data
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Manjón-Cabeza Cruz, Antonio. - : Universidad de Alicante. Departamento de Filología Española, Lingüística General y Teoría de la Literatura, 2020
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Teachers’ beliefs about multilingual pedagogies and the role of initial training
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REFLECTIVE PRACTICE AS TOOLS TO EXPLORE IN-SERVICE TEACHERS’ BELIEFS AND CLASSROOM PRACTICES: INDONESIAN EFL TEACHERS’ VOICES
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In: Journal of Applied Linguistics and Literature, Vol 5, Iss 2, Pp 174-192 (2020) (2020)
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A CASE STUDY ON THE ROLE OF SOCIOCULTURAL FACTORS IN ESL PRE-SERVICE TEACHERS’ BELIEFS AND PRACTICE
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 321-345 (2020) (2020)
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Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom
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Secondary Science Preservice Teachers’ Perceptions of Engineering: A Learner Analysis
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In: Education Sciences ; Volume 9 ; Issue 1 (2019)
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Diversity Attitude Associations in Pre-service Physical Education Teachers
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In: Health and Kinesiology Faculty Publications (2019)
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Teachers’ voices on language awareness in pre-primary and primary school settings: implications for teacher education
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| 18 |
An examination of kindergarten teachers’ beliefs about creative pedagogy and their perceived implementation in teaching practices
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| 19 |
An Ethnographic Study on Beliefs and Attitudes of Some Brazilian Teachers of English
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In: Applied Linguistics Research Journal, Vol 3, Iss 5, Pp 49-62 (2019) (2019)
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The integration of language and content in English-medium instruction courses: Lecturers’ beliefs and practices
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In: Ibérica, Vol 38, Pp 151-176 (2019) (2019)
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