Teachers’ beliefs about multilingual pedagogies and the role of initial training

Portolés, Laura; Martí, Otilia

doi:10.1080/14790718.2018.1515206

Cited by 86 publications

(66 citation statements)

References 30 publications

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“…Besides, eight respondents link CLIL with plurilingualism, although S60, for instance, defines it in terms of "mastery of different languages". As shown in a previous work with a similar sample of Valencian Infant and Primary subject teachers-to-be (Portolés & Martí, 2018), this maximal definition of what being multilingual means is rather extended among student teachers and can be attributed to the prevalence of the native speaker construct as the yardstick to measure proficiency in any language (for a discussion of the native-speaker myth, see Davies, 2003;or Llurda, 2009or Llurda, , 2016. The presence of other instances of monolingual ideologies in the form of "the interference fallacy" can be also traced in the worries of ten subjects (four more than in the pretest) about the potential harmful effect of CLIL on the students' L1(s).…”

Section: Results and Discussion Related To Research Questionmentioning

confidence: 82%

Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

Martí¹,

Portolés²

2019

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In line with van Kampen et al.’s (2018) research about specialist and practitioner perceptions on the goals for CLIL in the Netherlands, the present study addresses Hüttner, Dalton-Puffer and Smit’s (2013) call for investigating teachers’ beliefs about CLIL in European countries like Spain where this teaching approach is highly institutionalized. Unlike the aforementioned studies, though, ours focuses on novice subject teachers in Primary education. More specifically, it links teacher cognition and pre-service or initial teacher training with the aim of exploring the extent to which student teachers’ beliefs mediate their education. The analysis of how these student teachers understand the aims and language principles of CLIL unveils the role that a set of monolingual ideologies (e.g. “the English only policy”) play in the conceptualization and consequent acceptance or disapproval of this teaching approach. As we also pay heed to the impact of tertiary instruction on participants’ beliefs, implications for CLIL teacher preparation programmes are discussed.

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Section: Results and Discussion Related To Research Questionmentioning

confidence: 82%

Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

Martí¹,

Portolés²

2019

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“…Multilingual competence of future teachers means that they can reach professional selfeducation in the process of special, linguistic, psychological, professional, ethic, didactic, historical and methodological training [12,13,14,15]. An experiment was conducted with the aim to study how national Kazakh traditions help to form multilingual competence of future teachers in universities.…”

Section: Resultsmentioning

confidence: 99%

The problem of educating multilingual person in Kazakhstani university

2020

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The topic of this paper considers multilingualism to have many social, psychological and lifestyle advantages for younger generation. Problem Statement. The article analyses the emphasis on multilingual education in Kazakhstan universities. Educators in Kazakhstan know the value of being multilingual and promote learning several languages because it will have positive cultural impacts on students. Purpose of the Study. This study is aimed at investigating a set of problems of forming a multilingual person in educational system in Kazakhstan and conducting an experiment for educating multilingual teachers who know foreign languages and traditions of their nation. Research Methods. The authors used theoretical, methodological, informational and analytical methods to justify the results of experiments of forming a multilingual person in Kazakhstan universities. Theoretical method is used to analyze theoretical and pedagogical literature concerning this problem. Experimental method and method of mathematical processing of research results were also used. Findings. Our experimental investigation has shown that future teachers follow national traditions by enriching themselves through ethno cultural spiritual and moral sources. Conclusion. The results of the research conducted in Western Kazakhstan state University named after Utemisov M. indicated that the process of learning national Kazakh traditions by future teachers encourages the formation of multilingual competence. The field of application the results. The article can be used in the development of lectures on theory and methodology of professional education, pedagogy of institutions of higher education, methodology of teaching native language, as well as in pedagogical work of teacher of philology at school.

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“…In fact, in spite of the school claiming to foster multilingual education, both in FL and CLIL classrooms a monolingual approach towards language teaching and learning is observed. This also suggests the need to train teachers in multilingual pedagogies (Portolés & Martí, 2018;Safont, 2017), pointing out the benefits of using different languages in the classroom.…”

Section: Conclusion Limitations and Future Directionsmentioning

confidence: 99%

Investigating the Application of Communicative Language Teaching Principles in Primary-Education: A Comparison of CLIL and FL Classrooms

Guzmán-Alcón¹

2019

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It is widely accepted that the learning of a new language, among other advantages, promotes respect and interest of the students towards other cultures and languages. The question is how learning languages can be promoted in educational settings. The aim of the present study is to explore the principles of communicative language teaching in primary-education CLIL and FL classrooms. More specifically, in this paper we address to what extent collaborative work, attention to language and content and corrective feedback are observed during teacher-student and peer interaction in these educational settings. Following an action research approach, ten Spanish and ten Maths sessions were observed and recorded. Furthermore, whole group interaction and peer interaction were analysed in relation to the participants’ attention to language and content. Results from the study show that communicative language teaching is the approach followed in CLIL and FL sessions, tasks being the organizing units. However, differences are observed in relation to attention to language and use of correction strategies. Our findings suggest the need to use strategies to draw attention to language and content in CLIL settings, and the importance of using a more even range of correction strategies both in CLIL and FL classrooms.

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Teachers’ beliefs about multilingual pedagogies and the role of initial training

Cited by 86 publications

References 30 publications

Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

The problem of educating multilingual person in Kazakhstani university

Investigating the Application of Communicative Language Teaching Principles in Primary-Education: A Comparison of CLIL and FL Classrooms

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