La construcción de la identidad y la toma de conciencia sobre el multilingüismo de los docentes en formación: revisión de tres estudios

Paula Kalaja

Resumen

Este artículo revisa tres estudios que originalmente se centraron en las creencias que tienen los futuros docentes sobre el aprendizaje y la enseñanza de una segunda lengua (L2). Los estudios se han realizado en el mismo contexto educativo (es decir, en una universidad finlandesa). Los participantes en los estudios son estudiantes de programas de especialización, o de optatividad, en inglés, sueco, alemán, etc., y van desde estudiantes de primero hasta estudiantes de quinto año, a punto de graduarse como profesores de L2 cualificados. Los datos se han recopilado en los últimos años, utilizando diversos instrumentos (cuestionarios, tareas para completar frases, dibujos) y, en parte, de manera longitudinal. Los datos (verbales y visuales) se volverán a analizar desde la perspectiva de la construcción de la identidad y de la toma de conciencia en relación con aspectos del multilingüismo, y los resultados se reevaluarán de manera crítica.


Palabras clave

Identidad; Multilingüismo; Docentes en formación inicial; Longitudinal; Narrativas; Visuales

Texto completo:

PDF

Referencias

BARKHUIZEN, G. (2017). Language teacher identity research: An introduction. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 1–11). New York: Routledge. https://doi.org/10.4324/9781315643465

BORG, S., BIRELLO, M., CIVERA, I., and ZANATTA, T. (2014). The impact of teacher education on pre-service primary English language teachers. ELT Research Report 14.03. London: British Council.

CANAGARAJAH, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. London: Routledge. https://doi.org/10.4324/9780203120293

CLARKE, (2008). Language teacher identities: Co-constructing discourse and community. Clevedon: Multilingual Matters. https://doi.org/10.21832/9781847690838

COOK, V. (1992). Evidence for a multicompetence. Language Learning 42, 557–591. https://doi.org/10.1111/j.1467-1770.1992.tb01044.x

COUNCIL OF EUROPE (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. Retrieved February 1, 2019, https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=0900001680459f97

COUNCIL OF EUROPE (2007). From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe. Strasbourg. Retrieved February 1, 2019, from https://rm.coe.int/16802fc1c4

DUFF, P. A. (2007). Case study research in Applied Linguistics. New York: Lawrence Erlbaum.

DÖRNYEI, Z., and KUBANYIOVA, M. (2014). Motivating learners, motivating teachers: Building visions in the classroom. Cambridge: Cambridge University Press.

EDLEY, N. (2009). Analysing masculinity: Interpretative repertoires, ideological dilemmas and subject positions. In M. Wetherell, S. Taylor, & S. Yates (Eds.), Discourse as data: A guide for analysis (pp. 189–228). London: Sage.

FINNISH NATIONAL BOARD OF EDUCATION (2003). Lukion opetussuunnitelman perusteet 2003. [National core curriculum for upper secondary schools 2003]. Helsinki. Retrieved February 1, 2019, from https://www.oph.fi/download/47345_lukion_opetussuunnitelman_perusteet_2003.pdf

FINNISH NATIONAL BOARD OF EDUCATION (2004). Perusopetuksen opetussuunnitelman perusteet 2004. [National core curriculum for basic education 2004]. Helsinki. Retrieved February 1, 2019, from https://www.oph.fi/download/139848_pops_web.pdf

FINNISH NATIONAL BOARD OF EDUCATION (2014). Perusopetuksen opetussuunnitelman perusteet 2014. [National core curriculum for basic education 2014]. Helsinki. Retrieved February 1, 2019, from http://www.oph.fi/download/163777_perusopetuksen_opetussuunnitelman_perusteet_2014.pdf

FINNISH NATIONAL BOARD OF EDUCATION (2015). Lukion opetussuunnitelman perusteet 2015. [National core curriculum for upper secondary schools 2015]. Helsinki. Retrieved February 1, 2019, from http://www.oph.fi/download/172124_lukion_opetussuunnitelman_perusteet_2015.pdf

GARCIA, O., and WEI, L. (2013). Translanguaging. Language, bilingualism and education. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137385765_4

KALAJA, P. (2016a). Student teachers’ beliefs about L2 and L2 discursively constructed: A longitudinal study of interpretative repertoires. In P. Kalaja, A. M. F. Barcelos, M. Aro, & M. Ruohotie-Lyhty (Eds.), Beliefs, agency and identity in foreign language learning and teaching (pp. 97–123). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137425959_6

KALAJA, P. (2016b). ‘Dreaming is believing’: The teaching of foreign languages as envisioned by student teachers. In P. Kalaja, A. M. F. Barcelos, M. Aro, & M. Ruohotie-Lyhty (Eds.), Beliefs, agency and identity in foreign language learning and teaching (pp. 124–146). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137425959_7

KALAJA, P., and MÄNTYLÄ, K. (2018). ’The English class of my dreams’: Envisioning teaching a foreign language. In S. Mercer, & A. Kostoulas (Eds.), Language teacher psychology (pp. 34-70). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783099467-007

KALAJA, P., ALANEN, R., and DUFVA, H. (2013). Experimenting with visual narratives. In G. Barkhuizen (Ed.), Narratives in applied linguistics (pp. 105–131). Cambridge: Cambridge University Press.

KALAJA, P., ALANEN, R., and DUFVA, H. (2018). ELT in Finland. In J. I. Liontas, & M. DelliCarpini (Eds.), TESOL Encyclopedia of English language teaching. Hoboken: Wiley-Blackwell. Retrieved February 1, 2019, from https://doi.org/10.1002/9781118784235.eelt0930

KRAMSCH, C. (2009). The multilingual subject. What foreign language learners say about their experience and why it matters. Oxford. Oxford University Press.

LANTOLF, J. P., and THORNE, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press. https://doi.org/10.1017/S0272263106060037

MÄNTYLÄ, K., and KALAJA, P. (2019). ’The class of my dreams’ as envisioned by student teachers of English: What is there to teach about the language? In P. Kalaja, & S. Melo-Pfeifer (Eds.), Visualising multilingual lives: More than words (pp. 254–274). Bristol: Multilingual Matters. https://doi.org/10.21832/9781788922616-018

ORTEGA, L. (2014). Ways forward in bi/multilingual turn in SLA. In S. May (Ed.), The multilingual turn: implications for SLA, TESOL and bilingual education (pp. 32–53). New York: Routledge.

OTHEGUY, R., GARCÍA, O., and REID, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review 6 (3), 281–307. https://doi.org/10.1515/applirev-2015-0014

SQUIRE, C. (2012). What is narrative? NCRM Working Paper. Retrieved February 1, 2019, from http://eprints.ncrm.ac.uk/3065/1/What_is_Narrative_by_Corinne_Squire_working_paper.pdf

TUOMI, J., and SARAJÄRVI, A. (2009). Laadullinen tutkimus ja sisällöllinen analyysi [Qualitative RESEARCH AND CONTENT ANALYSIS] (5th revised edition). Helsinki: Tammi.

Abstract Views

1071
Metrics Loading ...

Metrics powered by PLOS ALM




Esta revista se publica bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional

Universitat Politècnica de València

e-ISSN: 2530-0075    ISSN: 1133-4770