Etorkizuneko irakasleak eta euskara: identitate eta ikuspegi linguistikoak aztergai [Futuro profesorado y el euskera: un análisis de las identidades y actitudes lingüísticas]

Palabras clave: euskera, multilingüismo, educación, ideologías lingüísticas, actitudes lingüísticas

Resumen

Esta investigación mixta analiza las creencias y actitudes del futuro profesorado de la Facultad de Educación y Deporte (UPV/EHU), en concreto los niveles de competencia, utilidad, dificultad, importancia e identificación hacia las lenguas. Los resultados destacan que se sienten multilingües, con el euskera y el español como lenguas principales y el inglés secundaria en competencia, identidad e importancia. El inglés gana espacio y el euskera a menudo queda rezagado en su percepción, incidiendo en su uso y aprendizaje. En general, muestran deseo por una mayor utilización del euskera y aumentar su arraigo identitario, pero lamentan los inevitables obstáculos sociolingüísticos y estructurales.

Estadísticas

254
La descarga de datos todavía no está disponible.

Referencias

Alisaari, J., Heikkola, L.M., Commins, N. & Acquah, E.O. (2019). Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity. Teaching and Teacher Education, 80, 48-58. https://doi.org/10.1016/j.tate.2019.01.003

Amonarriz, K. (2019). Euskararen bidegurutzetik. Elkar.

Anderson, L.-G. (1998). Some languages are harder than others. In L. Bauer & P. Trudgill (arg.), Language myths (50.-57. or.). Penguin Books.

Aronin, L. (2015). Current multilingualism and new developments in multilingual research. In P. Safont Jordà & L. Portoles (arg.), Multilingual development in the classroom: Current findings from research (1.-27. or.). Cambridge Scholars Publishing.

Artetxe, M. (2023). Hizkuntza-ideologiak. Euskararen biziberritzean eragiteko analisi-tresna. Fontes Linguae Vasconum, 136, 457-482. https://doi.org/10.35462/flv136.8

Eusko Jaurlaritza. (2020). Heziberri 2020: hezkuntza.eredu pedagogikoaren markoa. In Hezkuntza, Hizkuntza Politika eta Kultura Saila. https://www.euskadi.eus/contenidos/documentacion/inn_doc_sist_educativo/eu_def/adjuntos/000009e_Pub_EJ_heziberri_2020_e.pdf

Bereziartua, G. & Muguruza, B. (2021). Hitano-erabiltzaile profil berriak sare sozialetan eta tartekako tratamendu-aldaketa adierazkorra. Kasu baten azterketa. Euskera, 66, 73-111. https://doi.org/10.59866/eia.vi66.16

Bier, A. & Lasagabaster, D. (2022). What has changed over 18 years? Future teachers’ language use and attitudes towards multilingualism in the Basque Autonomous Community. Language and Education, 37(6), 675-697. https://doi.org/10.1080/09500782.2022.2121611

Borg, S. (2015). Teacher cognition and language education: research and practice. Bloomsbury Publishing.

Cenoz, J. & Gorter, D. (2014). Focus on multilingualism as an approach in educational contexts. In A. Blackledge & A. Creese (arg.). Heteroglossia as practice and pedagogy (239.-254. or.) Springer. https://doi.org/10.1007/978-94-007-7856-6

Cenoz, J. & Gorter, D. (2023). The minority language as a second language: challenges and achievements. Routledge.

Conteh, J. & Meier, G. (2014). The multilingual turn in languages education. Multilingual Matters. https://doi.org/10.21832/9781783092246

Cook, V. (1991). The poverty-of-the-stimulus argument and multicompetence. Interlanguage Studies Bulletin (Utrecht), 7(2), 103-117. https://doi.org/10.1177/026765839100700203

Cook, V. (2016). Premises of multi-competence. In L. Wei & V. Cook (arg.), The Cambridge handbook of linguistic multi-competence (1.-25. or.). Cambridge University Press. https://doi.org/DOI:10.1017/CBO9781107425965.001

DeKeyser, R.M. (2005). What makes learning second-language grammar difficult? A review of issues. Language Learning, 55(SUPPL. 1), 1-25. https://doi.org/10.1111/j.0023-8333.2005.00294.x

Dewaele, J.M. (2005). Sociodemographic, psychological and politicocultural correlates in Flemish students’ attitudes towards French and English. Journal of Multilingual and Multicultural Development, 26(2), 118-137. https://doi.org/10.1080/01434630508668400

Erdocia, I. (2018). Medium of instruction ideologies: accommodation of multilingualism in the bilingual regime of Navarre. Current Issues in Language Planning, 20(3), 384-308. https://doi.org/10.1080/14664208.2018.1503457

Eusko Jaurlaritza. (2020). Heziberri 2020: hezkuntza.eredu pedagogikoaren markoa. Hezkuntza, Hizkuntza Politika eta Kultura Saila. https://www.euskadi.eus/contenidos/documentacion/inn_doc_sist_educativo/eu_def/adjuntos/000009e_Pub_EJ_heziberri_2020_e.pdf

Fischer, N. & Lahmann, C. (2020). Pre-service teachers’ beliefs about multilingualism in school: an evaluation of a course concept for introducing linguistically responsive teaching. Language Awareness, 19(2), 114-133. https://doi.org/10.1080/09658416.2020.1737706

Gartziarena, M. & Altuna, J. (2022). Creencias del futuro profesorado: multilingüismo y la enseñanza de lenguas. Educación XX1, 25(2), 107-128. https://doi.org/10.5944/educxx1.30022

Gartziarena, M. & Altuna, J. (2023). The influence of the L3 on in-service teachers’ beliefs about language teaching approaches and multilingualism. Journal of Language, Identity and Education, 1-13. https://doi.org/10.1080/15348458.2023.2198236

Gartziarena, M. & Olave, B. (2023). Is Basque a difficult language to learn for students? Teachers’ beliefs on the complexity to learn the curricular languages in the Basque Country. International Journal of Multilingualism, 1-18. https://doi.org/10.1080/14790718.2022.2164767

Gartziarena, M. & Villabona, N. (2022). Teachers’ beliefs on multilingualism in the Basque Country: Basque at the core of multilingual education. System, 105, 102749. https://doi.org/10.1016/j.system.2022.102749

Gorter, D. & Arocena, E. (2020). Teachers’ beliefs about multilingualism in a course on translanguaging. System, 92, 102272. https://doi.org/10.1016/j.system.2020.102272

Grosjean, F. (1985). The bilingual as a competent but specific speaker-hearer. Journal of Multilingual and Multicultural Development, 6(6), 467-477. https://doi.org/10.1080/01434632.1985.9994221

Grosjean, F. (2010). Bilingualism, biculturalism, and deafness. International Jour nal of Bilingual Education and Bilingualism, 13(2), 133-145. https://doi.org/10.1080/13670050903474051

Haukås, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1-18. https://doi.org/10.1080/14790718.2015.1041960

Hennink, M.M. (2014). Understanding focus group discussions. OUP USA.

Iurrebaso, I. (2023). Hizkuntza gutxituen jarraipena, ordezkapena eta indarberritzea neurtzeko demolinguistikazko tresna metodologikoak garatzen. Euskal Herrirako aplikazio praktikoa. [Doktore-tesia, UPV/EHU]. ADDI. http://hdl.handle.net/10810/60061

Iversen, J.Y. (2020). Pre-service teachers’ first encounter with multilingualism in field placement [Doktore-tesia, Høgskolen i Innlandet]. https://hdl.handle.net/11250/2673690

Iversen, J.Y. (2021). Negotiating language ideologies: pre-service teachers’ perspectives on multilingual practices in mainstream education. International Journal of Multilingualism, 18(3), 421-434. https://doi.org/10.1080/14790718.2019.1612903

Kalaja, P. & Barcelos, A.M.F. (2019). Learner beliefs in second language learning. In C.A. Chapelle (arg.), The encyclopedia of applied linguistics. https://doi.org/doi:10.1002/9781405198431.wbeal0082.pub2

Kusters, W. (2003). Linguistic complexity: the influence of social change on verbal inflection. LOT.

Lasagabaster, D. (2022). English-medium instruction in higher education. Cambridge University Press. https://doi.org/10.1017/9781108903493

Li, X. (2012). The role of teachers’ beliefs in the language teaching-learning process. Theory and Practice in Language Studies, 2(7), 1397-1402.

Lundberg, A. (2018). Teachers’ beliefs about multilingualism: findings from Q method research. Current Issues in Language Planning, 20(3), 266-283. https://doi.org/10.1080/14664208.2018.1495373

Lundberg, A. (2019). Teachers’ viewpoints about an educational reform concerning multilingualism in German-speaking Switzerland. Learning and Instruction, 64, 101244. https://doi.org/10.1016/j.learninstruc.2019.101244

Martí, O. & Portolés, L. (2021). The effect of individual factors on L3 teachers’ beliefs about multilingual education. Language, Culture and Curriculum, 1-18. https://doi.org/10.1080/07908318.2021.1999463

Martínez de Luna, I. (2018). Euskararen biziberritzea, eleaniztasunaren garaiko erronka. BAT Soziolinguistika Aldizkaria, 106(1), 47-64. http://www.soziolinguistika.org/files/inaki_mtnez_de_luna_106.pdf

May, S. (2014). The multilingual turn: Implications for SLA, TESOL, and bilingual education. Routledge. https://doi.org/10.43249780203113493

Muguruza, B., Cenoz, J. & Gorter, D. (2020). Implementing translanguaging pedagogies in an English medium instruction course. International Journal of Multilingualism, 20(2), 540–555. https://doi.org/10.1080/14790718.2020.1822848

Orcasitas-Vicandi, M. & Perales-Fernández-de-Gamboa, A. (2022). Promoting pedagogical translanguaging in pre-service teachers’ training: material design for a multilingual context with a regional minority language. International Journal of Multilingualism, 21(1), 258-278. https://doi.org/10.1080/14790718.2022.2029866

Ortega, A., Amorrortu, E., Goirigolzarri, J. & Urla, J. (2016). Euskal hiztun berriak: esperientziak, jarrerak eta identitateak. Deustuko Unibertsitatea.

Ortega, A., Goirigolzarri, J. & Amorrortu, E. (2022). Participatory action research to promote linguistic mudas among new speakers of Basque: design and benefits. Journal of Multilingual and Multicultural Development, 43(1), 55-67. https://doi.org/10.1080/01434632.2021.1968877

Ortega, A., Urla, J., Amorrortu, E., Goirigolzarri, J. & Uranga, B. (2015). Linguistic identity among new speakers of Basque. International Journal of the Sociology of Language, 231, 85-105. https://doi.org/10.1515/ijsl-2014-0033

Otwinowska, A. (2014). Does multilingualism influence plurilingual awareness of Polish teachers of English? International Journal of Multilingualism, 11(1), 97-119. https://doi.org/10.1080/14790718.2013.820730

Otwinowska, A. (2017). English teachers’ language awareness: away with the monolin gual bias? Language Awareness, 26(4), 97-119. https://doi.org/10.1080/09658416.2017.1409752

Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.

Pérez-Izaguirre, E., Roman, G. & Orcasitas-Vicandi, M. (2022). Immigrant minority languages and multilingual education in Europe: a literature review. International Journal of Multilingualism, 21(2), 932–952. https://doi.org/10.1080/14790718.2022.2121401

Portolés, L. & Martí, O. (2020). Teachers’ beliefs about multilingual pedagogies and the role of initial training of initial training. International Journal of Multilingualism, 17(2), 248-264. https://doi.org/10.1080/14790718.2018.1515206

Putjata, G. & Koster, D. (2023). ‘It is okay if you speak another language, but...’: language hierarchies in mono- and bilingual school teachers’ beliefs. International Journal of Multilingualism, 20(3), 891-911. https://doi.org/10.1080/14790718.2021.1953503

Richards, J.C. (2023). Teacher, learner and student-teacher identity in TESOL. RELC Journal, 54(1), 252-266. https://doi.org/10.1177/0033688221991308

Soziolinguistika Klusterra. (2022). Hizkuntzen erabileraren kale neurketa: Euskal Herria, 2021. Soziolinguistika Klusterra. https://soziolinguistika.eus/eu/argitalpenak/hizkuntzen-erabileraren-kale-neurketa-euskal-herria-2021-2/

Szyszka, M. (2022). Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity. Applied Linguistics Review, 13(6), 1127-1147. https://doi.org/10.1515/applirev-2019-0061

Vikøy, A. & Haukås, Å. (2021). Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms. International Journal of Multilingualism, 20(3), 912-931. https://doi.org/10.1080/14790718.2021.1961779

Zheng, H. (2013). Teachers’ beliefs and practices: a dynamic and complex relationship. Asia-Pacific Journal of Teacher Education, 41(3), 331-343. https://doi.org/10.1080/1359866X.2013.809051

Publicado
2024-06-28
Cómo citar
Gartziarena, M. (2024). Etorkizuneko irakasleak eta euskara: identitate eta ikuspegi linguistikoak aztergai [Futuro profesorado y el euskera: un análisis de las identidades y actitudes lingüísticas]. Fontes Linguae Vasconum, (137), 111-135. https://doi.org/10.35462/flv137.5