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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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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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Abstract:
Tras la aplicación de la encuesta de PRECAVES XXI, comprobamos que los futuros profesores de español granadinos muestran un grado de identificación de las variedades que oscila entre la buena identificación (variedades rioplatense, castellana y andaluza), media identificación (canaria, caribeña, mexicana y andina) y mala identificación (chilena). Constatamos la tendencia a establecer jerarquías entre variedades, en este caso a favor de la castellana. Asimismo, las valoraciones directas nos señalan que la variedad castellana tiene un tratamiento especial frente a las demás, porque tiene la mejor consideración cognitiva (es considerada urbana y clara), pero tiene la peor consideración afectiva porque se considera lejana, fea y aburrida. Las valoraciones indirectas de la variedad andaluza reflejan un fuerte grado de estigmatización, especialmente en la valoración socioeconómica. También hay una variedad americana mal valorada: la andina. Suponemos que se refleja una reacción discriminatoria hacia comunidades inmigrantes de ese origen. ; After the aplication of the PRECAVES XXI survey, we checked that the future granadan Spanish teachers show a grade of identification of the varieties that oscillate between the good identification (varieties from Rio de la Plata, Castilian and Andalucian), médium identification (Canarian, Caribean, Mexican and Andean) and bad identification (Chilean). We verified the tendency to establish hierarchies between varieties, in this case in favor of the Castillian. Additionally, the direct valuations point us that the Castillian variety has a special treatment than the others, because it has a better cognitive consideration (is considered urban and clear), but it has the worst afective consideration because it is considered distant, ugly and boring. The indirect valuations of the Andalucian varieties show a strong grade of stigmatisation, specially in the socieconomic valuation. There is also an American variety badly valued: the Andean. We suppose that a discriminatory reaction towards the immigrant communities from that origin is reflexed. ; Este estudio se ha realizado en el marco del Proyecto ECOPASOS-Granada financiado por MINECO/FEDER (Ref. FFI2015-68171-C5-2-P), integrado en el proyecto PRESEEA (Proyecto para el estudio sociolingüístico del español de España y América).
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Keyword:
Beliefs and linguistics atittudes; Creencias y actitudes lingüísticas; Future Spanish teachers; Futuros profesores de español; Granada (España); Granada (Spain); Lengua Española; Lingüística General; PRECAVES XXI; Spanish varieties; Variedades del español
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URL: https://doi.org/10.14198/ELUA2020.34.6
http://hdl.handle.net/10045/108314
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| 11 |
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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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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