Hizkuntzekiko Irakaskuntza Sentsiblearen gaineko usteak: EAEko LHko irakaslegaien iritziak aztergai

Artzai Gaspar; Oihane  Galdos; Eider Saragueta; Karin van der Worp; Leire Ituiño

doi:10.35462/flv136.2

Artzai Gaspar University of the Basque Country, UPV/EHU [Spain] https://orcid.org/0000-0001-5507-6983
Oihane Galdos University of the Basque Country, UPV/EHU [Spain] https://orcid.org/0000-0002-1842-9935
Eider Saragueta University of the Basque Country, UPV/EHU [Spain] https://orcid.org/0000-0003-1325-5697
Karin van der Worp University of the Basque Country, UPV/EHU [Spain] https://orcid.org/0000-0001-8791-5200
Leire Ituiño University of the Basque Country, UPV/EHU [Spain] https://orcid.org/0000-0003-4426-5046

Keywords: Primary Education, pre-service teachers, Linguistically Sensitive Teaching, multilingualism, minority language

Abstract

In schools of the Basque Autonomous Community (BAC), apart from the two official languages and the foreign language that are taught, other first languages of pupils are also present. Facing this multilingual situation, Linguistically Sensitive Teaching (LST) should be considered. This study analyses the awareness regarding LST of 14 BAC pre-service teachers in the Primary Education Degree, by means of a questionnaire, a written reflection, group discussions and observations. Results show that participants identify the basic aspects of LST and that they relate it to the support of Basque.

##about.statistics##

129

Download data is not yet available.

References

-236/2015 Dekretua, abenduaren 22koa, Oinarrizko Hezkuntzaren curriculuma zehaztu eta Euskal Autonomia Erkidegoan ezartzen duena (EHAA, 2016-01-15).

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

Arocena, E., Cenoz, J. & Gorter, D. (2015). Teachers’ beliefs in multilingual education in the Basque country and in Friesland. Journal of Immersion and Content- Based Language Education, 3(2), 169-193. https://doi.org/10.1075/jicb.3.2.01aro

Azparren, P. (2020). Educating teachers for Content and Language Integrated Learning: An action research study of secondary school teachers practices and cognitions during a CLIL teaching programme [Argitaratu gabeko doktore-tesia]. Nafarroako Unibertsitatea.

Bergroth, M., Llompart, J., Pepiot, N., van der Worp, K., Dražnik, T. & Sierens, S. (2022). Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies. European Educational Research Journal, 21(5), 801-821. https://doi.org/10.1177/14749041211012500

Bergroth, M., Llompart-Esbert, J., Pepiot, N., Sierens, S., Dražnik, T. & Van Der Worp, K. (2023). Whose action research is it?: Promoting linguistically sensitive teacher education in Europe. Educational Action Research, 31(2), 265-284. https://doi.org/10.1080/09650792.2021.1925570

Bergroth, M., Dražnik, T., Llompart Esbert, J., Pepiot, N., van der Worp, K. & Sierens, S. (2022). Linguistically sensitive teacher education: toolkit for reflection tasks and action research. Grano Oy. https://urn.fi/URN:NBN:fi-fe2022021018583

Cammarata, L. & Ceallaigh, T. Ó. (2018). Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators. Journal of Immersion and Content-Based Language Education, 6(2), 153-161. https://doi.org/10.1075/jicb.00004.cam

Cenoz, J. (2008). Achievements and challenges in bilingual and multilingual education in the Basque Country. AILA Review, 21(1), 13-30. https://doi.org/10.1075/aila.21.03cen

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

Cenoz, J. & Gorter, D. (2017). Minority languages and sustainable translanguaging: threat or opportunity? Journal of Multilingual and Multicultural Development, 38(10), 901-912. https://doi.org/10.1080/01434632.2017.1284855

Europako Batzordea. (2006). Communication from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions-Thematic Strategy for Soil Protection [SEC (2006) 620][SEC (2006) 1165]. COM/2006/0231 Final.

Europako Kontseilua. (1992). European charter for regional or minority languages and explanatory report. Council of Europe Publishing.

Europako Kontseilua. (2016a). Guide for the development and implementation of curricula for plurilingual and intercultural education. Council of Europe Publishing.

Europako Kontseilua. (2016b). The language dimension in all subjects: a handbook for curriculum development and teacher training. Council of Europe Publishing.

Eusko Jaurlaritza. (2016). Heziberri 2020 Hezkuntza-eredu pedagogikoaren markoa. https://www.euskadi.eus/contenidos/informacion/inn_heziberri_marco/eu_def/adjunts/Heziberri_marco_modelo_educativo_pedagogico_e.pdf

Eusko Jaurlaritza. (2020). Unibertsitatekoak ez diren irakaskuntzetan matrikulatutako ikasleen hizkuntza-eredua. EAE eta Nafarroa. https://www.euskadi.eus/web-01-apeusadi/eu/eusadierazle/graficosV1.apl?idioma=e&indicador=80

García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.

Gaspar, A. (2021). Edukiak ulertzeko estrategiak CLIL irakaskuntzan: Euskal Herriko eskola bateko B eta D ereduak. Tantak. EHUko Hezkuntza Aldizkaria, 33(2), 49-77. https://doi.org/10.1387/tantak.22449

Gorter, D. & Arocena, E. (2020). Teachers’ beliefs about multilingualism in a course on translanguaging. System, 92, 102-272. https://doi.org/10.1016/j.system.2020.102272

Kemmis, S., McTaggart, R. & Nixon, R. (2014). The action research planner: doing critical participatory action research. Springer. https://doi.org/10.1007/978-981-4560-67-2

Lewis, G., Jones, B. & Baker, C. (2012). Translanguaging: developing its conceptualization and contextualization. Educational Research and Evaluation, 18(7), 655-670. https://doi.org/10.1080/13803611.2012.718490

Lucas, T. & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory into Practice, 52(2), 98-109. https://doi.org/10.1080/00405841.2013.770327

May, S. (2014). Introducing the «multilingual turn». In S. May (arg.), The multilingual turn: Implications for SLA, TESOL and bilingual education (1.-6. or.). Routledge. https://doi.org/10.4324/9780203113493

Portolés, L. & Martí, O. (2018) Teachers’ beliefs about multilingual pedagogies and the role of initial training, International Journal of Multilingualism, 17(2), 248-264. https://doi.org/10.1080/14790718.2018.1515206

Reason, P. & Bradbury, H. (arg.). (2008). The SAGE handbook of action research: Participative inquiry and practice. SAGE. https://doi.org/10.4135/9781848607934

Rossner, R. & Bolitho, R. (2023). Language-sensitive teaching and learning: A resource book for teachers and teacher educators. Springer Nature. https://doi.org/10.1007/978-3-031-11339-0

Selvi, A. F. (2019). Qualitative content analysis. In J. McKinley & H. Rose (arg.), The Routledge handbook of research methods in applied linguistics (13.-20. or.). Routledge. https://doi.org/10.4324/9780367824471-37

Valdiviezo, L. A. & Nieto, S. (2017). Culture in bilingual and multilingual education: Conflict, struggle, and power. In W. E. Wright, S. Boun & O. García (arg.), The handbook of bilingual and multilingual education (92.-108. or.). Wiley. https://doi.org/10.1002/9781118533406.ch6

Hizkuntzekiko Irakaskuntza Sentsiblearen gaineko usteak: EAEko LHko irakaslegaien iritziak aztergai [Beliefs on Linguistically Sensitive Teaching: an analysis of BAC pre-service teachers’ views]

Abstract

##about.statistics##

References