Simon Borg es profesor en la School of Education de la Universitat de Leeds en el Reino Unido donde enseña en los módulos de Formación del Profesorado y la Enseñanza de la Gramática. Forma parte de los consejos editoriales de revistas como Language Teacher Research y The Asian EFL Journal. Sus áreas de interés son el pensamiento del profesor de lengua, es decir, el estudio de lo que lo profesores de lengua saben, creen, piensan y hacen. Entre sus múltiples publicaciones destacan diversos artículos en revistas como Language Teaching, System, Language Teaching Research, ELT Journal y los libros Teacher Cognition and Language Education publicado en el 2008 y Teacher research in language teaching: A critical analysis que será publicado en el 2013.
RESUMO Este artigo compara os sinais discursivos utilizados em contextos interativos entre aprendizes de italiano como língua estrangeira, cuja língua materna é o português brasileiro e o catalão-espanhol. Comparando-se os dois corpora, emerge que os marcadores discursivos podem ser expressos não somente na LE, mas também por meio da LM. A categoria dos marcadores interativos mais frequentes é aquela dos fatismos e dos mecanismos de aprovação, ao passo que os marcadores metatextuais são totalmente ausentes. Quando os marcadores discursivos são expressos em LM, é frequente a ausência de atividades de negociação, porque prevalece nos interactantes o desejo de levar a termo a tarefa que lhes foi atribuída.
SummaryThis article reports findings from an investigation into migrant and non-migrant origin pre-service teachers’ beliefs about multilingualism and the relationship between their linguistic trajectories as students and how they perceive themselves as future teachers. We analize the beliefs of around seventy pre-service teachers taking part in a university course, collected through an individual reflection tool based on a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) and a group discussion in which students had to discuss their ideas and create a collective document. In this article we focus on the discourse of four pre-service teachers, two of whom had migration backgrounds and two of whom who did not. Findings suggest that pre-service teachers’ life and learning experiences contribute to different emotions and feeling about language and teaching in a multilingual setting. They also influence the perception the pre-service teachers have of themselves as future teachers. Pre-service teachers regard the preparation received at the university negatively and express insecurities. Findings illustrate that migrant origin pre-service teachers feel more prepared in the sense they believe that their migration experience can help to understand newcoming students and be empathic with them.
The beliefs of pre-service teachers in initial teacher education (ITE) in Catalonia about plurilingualism and teaching in diverse classrooms are analysed and tensions in their discourse are observed. Following the analysis of discourse in interaction (e.g. Heller, 2005), we analyse data from an individual reflection task and subsequent focus group discussion in which pre-service teachers discuss their ideas about linguistically sensitive teaching. Our findings suggest that preservice teachers have very positive ideas regarding being plurilingual speakers.However, when positioning themselves as teachers, the feelings they express about linguistic diversity in schools become negative. These ideas are linked to ideological constructions that circulate, for example, in European institutional discourses about multi/plurilingualism and in neoliberal conceptions of languages and learning. We suggest that more spaces for discussion and reflection are needed in ITE in order to promote linguistically sensitive teaching among future practitioners.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.