The effect of individual factors on L3 teachers’ beliefs about multilingual education
Visualitza/
Metadades
Mostra el registre complet de l'elementcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174801
comunitat-uji-handle3:10234/174813
comunitat-uji-handle4:
INVESTIGACIONMetadades
Títol
The effect of individual factors on L3 teachers’ beliefs about multilingual educationData de publicació
2021-11-12Editor
RoutledgeISSN
0790-8318; 1747-7573Cita bibliogràfica
Otilia Martí Arnandiz & Laura Portolés Falomir (2021) The effect of individual factors on L3 teachers’ beliefs about multilingual education, Language, Culture and Curriculum, DOI: 10.1080/07908318.2021.1999463Tipus de document
info:eu-repo/semantics/articleVersió
info:eu-repo/semantics/acceptedVersionParaules clau / Matèries
Resum
Empirical research on L3 teachers' beliefs has gained momentum in the last decade since teacher cognition is paramount for understanding teaching practices in multilingual settings. Yet, many of these works deal with ... [+]
Empirical research on L3 teachers' beliefs has gained momentum in the last decade since teacher cognition is paramount for understanding teaching practices in multilingual settings. Yet, many of these works deal with experienced language practitioners (e.g. [Otwinowska, A. (2017). English teachers' language awareness: Away with the monolingual bias? Language Awareness, 26 (4), 304–324]) and focus on the impact of instruction about multilingual pedagogies (e.g. [Gorter, D., & Arocena, E. (2020). Teachers' beliefs about multilingualism in a course on translanguaging. System, 92 (102272)]. Less attention has been awarded to pre-service content teachers ([Portolés, L., & Martí, O. (2020). Teachers' beliefs about multilingual pedagogies and the role of initial training. International Journal of Multilingualism, 17(2), 248–264; Schroedler, T., & Fischer, N. (2020). The role of beliefs in teacher professionalisation for multilingual classroom settings. European Journal of Applied Linguistics, 8 (1), 49–72]) or to the effect of individual factors other than teacher training on their beliefs. To address this research gap, the present paper examines whether external and internal factors affect 121 teacher trainees' cognition about multilingualism in Infant and Primary education. Although no significant differences across groups are found, results depict a teacher's profile more inclined towards implementing multilingual policies. [-]
Entitat finançadora
Ministerio de Ciencia, Innovación y Universidades (Spain) | Generalitat Valenciana | Universitat Jaume I | Projectes d’Innovació Educativa de la Unitat de Suport Educatiu
Codi del projecte o subvenció
PID2020-117959GB-I00 | MCIN/AEI/10.13039/501100011033 | AICO/2021/310 | UJI-B2019-23 | 3976/21
Drets d'accés
info:eu-repo/semantics/openAccess
Apareix a les col.leccions
- ANG_Articles [313]
- PDCSLL_Articles [319]