2024-03-29T08:24:09Zhttps://repositori.uji.es/oai/requestoai:repositori.uji.es:10234/1760582022-01-10T13:25:19Zcom_10234_71345com_10234_158176col_10234_97643
00925njm 22002777a 4500
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Guzmán Alcón, Irene
author
2018-06-21
The aim of this TFM is to observe teachers’ practices and attitudes towards languages in three different multilingual settings: An English language model, a Catalan language model and a Spanish language model. Thirty teachers, ten from each multilingual setting took part in the study by answering a questionnaire and participating in a semi-structured interview with the researcher. Findings of the study show that the communicative language teaching is the approach teachers claim use. However differences are found in teachers ‘practices that can be explained due to the curriculum or methodological training. In addition, although teachers’ belief that multilingual education is important, they mainly rely on one language: English in the English language model, Catalan in the Catalan language model and Spanish in the Spanish language model. Finally, teachers’ attitudes towards languages are in line with the sociolinguistic status of each language: The prestige of English as a lingua franca, the prestige of Spanish as a majority language and the lack of prestige of Catalan as a minority language.
http://hdl.handle.net/10234/176058
Màster Universitari en Ensenyament i Adquisició de la Llengua Anglesa en Contextos Multilingües
Máster Universitario en Enseñanza y Adquisición de la Lengua Inglesa en Contextos Multilingües
University Master's Degree in English Language Teaching and Acquisition in Multilingual Contexts
communicative language teaching
multilingual education
language attitudes
Exploring teachers’ practices and language attitudes in multilingual settings