A passion for languages: motivation and preparation to teach modern foreign languages in eight cohorts of beginning teachers

Barnes, Ann

doi:10.1080/02671520500335659

Cited by 7 publications

(3 citation statements)

References 20 publications

(22 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Studies on L2 teacher motivation have focused on both native and non-native L2 teachers and both in-service and preservice teachers in countries, such as China (Zhao, 2008;Shih, 2016;Zhang et al, 2020), Morocco (Kyriacou and Benmansour, 1999), Greece (Karavas, 2010), Turkey (Erkaya, 2013), the UK (Barnes, 2005), and the USA (Kissau et al, 2019a,b). Most studies have concentrated on teachers teaching English as a second language (ESL) (Pennington, 1995;Kyriacou and Benmansour, 1999;Kassabgy et al, 2001;Zhao, 2008;Karavas, 2010;Erkaya, 2013;Shih, 2016;Kissau et al, 2019a,b), with less attention given to other less commonly taught languages, such as Chinese (Zhu and Qian, 2015;Zhang et al, 2020).…”

Section: Motivation To Be a Second Language Teachermentioning

confidence: 99%

A Comparative Study of the Motivations to Teach Chinese Between Native and Non-native Pre-service CSL/CFL Teachers

Wang

Zhang

2021

Front. Psychol.

View full text Add to dashboard Cite

The present study compared the motivations to teach Chinese between native and nonnative pre-service teachers of Chinese as a second/foreign language (CSL/CFL). The participants included 325 native and 325 non-native Chinese-speaking pre-service CSL/CFL teachers registered in the Masters in Teaching Chinese to Speakers of Other Languages (MTCSOL) programs; the teachers were asked to complete a 24-item questionnaire. Two major findings emerged. First, a similar six-factor teacher motivation was observed for both the native and non-native teachers. Second, the two groups showed non-significant differences in their ratings of the importance of cross-cultural value, intrinsic value, altruistic value, and fallback career choice as types of motivation but differed significantly in their ratings of extrinsic value and social influence. These results highlight the differences and similarities in the motivation of the second language teacher and offer insights into the variables at different levels that might influence the motivation of the second language teacher. Teacher motivation is advised to be taken into account in the training and administration of CSL/CFL teachers to alleviate the problems of teacher shortage outside China.

show abstract

Section: Motivation To Be a Second Language Teachermentioning

confidence: 99%

A Comparative Study of the Motivations to Teach Chinese Between Native and Non-native Pre-service CSL/CFL Teachers

Wang

Zhang

2021

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…According to Soltis [4], passion can be developed, strengthened, and taught. In contrast to previous studies that have provided data based only on questionnaires [8], [5], [9], [2], this study produced a more empirical study of passion in the practice of teaching foreign languages, especially French, by applying the triangulation method. The results of this study are expected to extend insights on issues that must be considered to foster and maintain the passion teachers feel for their profession.…”

Section: Introductionmentioning

confidence: 99%

Are French Teachers Passionate About Their Profession?

Farisi¹,

Halimi²

2020

Proceedings of the International University Symposium on Humanities and Arts (INUSHARTS 2019)

View full text Add to dashboard Cite

This study discusses the passion exhibited by instructors teaching French as a foreign language in high schools in Jakarta, Bogor, Depok, Tangerang, and Bekasi (Jabodetabek). In the domain of psychology, passion is deemed to be the pivotal factor for successful classroom learning. Passion is closely correlated with motivation and the two attributes influence each other. However, the learning of French is not accorded due importance in the school curriculum and students are not adequately motivated to learn the language. The quality of French learning in schools is thus often below par. This study aims to identify the number of French teachers throughout the Jabodetabek area who display passion in their teaching practices and to describe their classroom pedagogies. It further intends to elucidate the factors that influence the passion and motivation of French instructors in high schools. This combined-method research initiative obtained data from 37 French teachers through questionnaires, self-reflection sheets, and semi-structured interviews. The collected data were subsequently processed using descriptive quantitative analysis and an independent samples t-test. The results did not identify the attribute of passion in any of the examined French teachers. However, three of the instructors came close to displaying all the qualities of teachers who are passionate about their profession. Unfortunately, these three instructors could not demonstrate learning effectiveness in their classrooms. Therefore, the investigation leads to the conclusion that there is a dire need for French teachers who are passionate about their work. The outcomes of this study also indicate several factors that influence the passion for teaching. Educational institutions must inculcate, develop, maintain, and integrate the characteristic of passion for the profession into the teacher education curriculum.

show abstract

“…Student teachers, as they begin their professional education, often express their motivation to teach languages as a 'passion'. They have spent time immersed in other cultures and languages, and are enthusiastic with regard to sharing this knowledge and experience with their students (Barnes, 2005). However, evidence presented by the inspectorate, the Office for Standards in Education, Children's Services and Skills (Ofsted, 2011: 5), based on observations of language lessons in 90 secondary schools in England, suggests that this 'passion' is not always translated into classroom practice: 'too often, the teaching was too uninspiring and did not bring the language to life for students'.…”

Section: Introductionmentioning

confidence: 99%

Bringing languages to life: A longitudinal study of the development of creative practice in student teachers of modern languages

Hulse

2017

Power and Education

View full text Add to dashboard Cite

This article reports the findings of a longitudinal study exploring the process of learning to teach modern languages in the changing landscape of teacher education. It employs a postmodern critical ethnographic methodology to examine the experiences of a group of student teachers over the course of a one-year postgraduate teacher education programme in England. The focus is on how experiences in university and in school encourage or discourage the development of creativity. The schools inspectorate, Ofsted, is critical of lifeless teaching which fails to inspire young people to learn languages. However, the pressures of 'performative' requirements act as a discouragement to creativity. The data indicates that whilst student teachers express a desire to be more creative, they find it difficult to implement their ideas in school. A post-structuralist analysis of Marx's theory of alienation is employed to argue that the early formation of professional identity is a process of acquiescence to oppressive external structures over which individuals have no control. The study concludes that it is possible to create spaces where the temporary suspension of alienation can allow individuals to put life back into language learning.

show abstract

A passion for languages: motivation and preparation to teach modern foreign languages in eight cohorts of beginning teachers

Cited by 7 publications

References 20 publications

A Comparative Study of the Motivations to Teach Chinese Between Native and Non-native Pre-service CSL/CFL Teachers

A Comparative Study of the Motivations to Teach Chinese Between Native and Non-native Pre-service CSL/CFL Teachers

Are French Teachers Passionate About Their Profession?

Bringing languages to life: A longitudinal study of the development of creative practice in student teachers of modern languages

Contact Info

Product

Resources

About