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Teachers’ language use and attitudes towards multilingual education in primary education

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Teachers’ language use and attitudes towards multilingual education in primary education

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Guzman-Alcon, I. (2019). Teachers’ language use and attitudes towards multilingual education in primary education. Lenguaje y Textos. 0(50):107-111. https://doi.org/10.4995/lyt.2019.11475

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/139282

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Título: Teachers’ language use and attitudes towards multilingual education in primary education
Otro titulo: El uso de las lenguas y las actitudes de los maestros hacia la Educación Multilingue en Primaria
Autor: Guzman-Alcon, Irene
Fecha difusión:
Resumen:
[ES] El uso exclusivo del idioma de destino en el aula ha dominado la enseñanza de idiomas en el pasado. Sin embargo, la mezcla de idiomas, a menudo referida como translanguaging, se observa con frecuencia en aulas ...[+]


[EN] The exclusive use of the target language in the classroom has dominated language teaching in the past. However, the mixing of languages, often referred as translanguaging is frequently observed in multilingual classrooms. ...[+]
Palabras clave: Multilingual education , Language attitudes , Teachers’ multilingual competence , Primary Education , CLIL , Educación multilingüe , Actitudes lingüísticas , Competencia multilingüe de los profesores , Educación Primaria
Derechos de uso: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Fuente:
Lenguaje y Textos. (issn: 1133-4770 ) (eissn: 2530-0075 )
DOI: 10.4995/lyt.2019.11475
Editorial:
Universitat Politècnica de València
Versión del editor: https://doi.org/10.4995/lyt.2019.11475
Tipo: Artículo

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References

CENOZ, J. (2001). Three languages in contact: Language attitudes in the Basque Country. In D. Lasagabaster & J. M. Sierra (Eds.). Language awareness in the foreign language classroom (pp. 37-60). Zarautz: University of the Basque Country.

CENOZ, J. (2003). The influence of age on the acquisition of English: general proficiency, attitudes and code- mixing. In M. P. García Mayo & M. L. García Lecumberri (Eds.). Age and the acquisition of English as a foreign language (pp. 77-93). Clevedon: Multilingual Matters. https://doi.org/10.21832/9781853596407-005

CENOZ, J. (2009). Towards multilingual education: Basque educational research from an international perspective. Bristol, UK; Buffalo, NY: Multilingual Matters. https://doi.org/10.21832/9781847691941 [+]
CENOZ, J. (2001). Three languages in contact: Language attitudes in the Basque Country. In D. Lasagabaster & J. M. Sierra (Eds.). Language awareness in the foreign language classroom (pp. 37-60). Zarautz: University of the Basque Country.

CENOZ, J. (2003). The influence of age on the acquisition of English: general proficiency, attitudes and code- mixing. In M. P. García Mayo & M. L. García Lecumberri (Eds.). Age and the acquisition of English as a foreign language (pp. 77-93). Clevedon: Multilingual Matters. https://doi.org/10.21832/9781853596407-005

CENOZ, J. (2009). Towards multilingual education: Basque educational research from an international perspective. Bristol, UK; Buffalo, NY: Multilingual Matters. https://doi.org/10.21832/9781847691941

CENOZ, J., & GORTER, D. (2014). Focus on multilingualism as an approach in educational contexts. In A. Creese & A. Blackledge (Eds.), Heteroglossia as practiceand pedagogy (pp. 239-254). Berlin: Springer. https://doi.org/10.1007/978-94-007-7856-6_13

CENOZ, J. (2015). Content-based instruction and content and language integrated learning: the same or different? Language, Culture and Curriculum, 28(1), 8-24. https://doi.org/10.1080/07908318.2014.1000922

CENOZ, J., & GORTER, D. (2011). Focus on multilingualism: A study of trilingual writing. The Modern Language Journal, 95(3), 356-369. https://doi.org/10.1111/j.1540-4781.2011.01206.x

GARRETT, P. (2010). Attitudes to Language. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511844713

LASAGABASTER, D., & SAFONT, M. P. (2008). Un análisis de las actitudes lingüísticas en dos comunidades bilingües. In C. M. Bretones et al. Applied Linguistics Now: Understanding Language and Mind (pp. 183-196). Proceedings of the XXVI AESLA Conference. Almería. April 3-5, 2008. Almería: Universidad de Almería.

LASAGABASTER, D., & HUGUET, A. (Eds.). (2007). Multilingualism in European bilingual contexts: language use and attitudes. Clevedon: Multilingual Matters. https://doi.org/10.21832/9781853599316

LO, Y. Y. (2015). How much L1 is too much? Teachers' language use in response to students' abilities and classroom interaction in Content and Language Integrated Learning. International Journal of Bilingual Education and Bilingualism, 18(3), 270-288. https://doi.org/10.1080/13670050.2014.988112

NIGHTINGALE, R. (2016). The effect of out-of-school media contact on language attitudes in multilingual adolescents: A complex psycho-sociolinguistics system. Unpublished Ph.D thesis. Jaume I University.

PORTOLÉS FALOMIR, L. (2011). A multilingual portrait of language attitudes in higher education: The effect of internal and external factors. Saarbrücken: VDM Verlag Dr. Müller.

SAFONT JORDÀ, M. P., & PORTOLÉS FALOMIR, L. (Eds.). (2015). Learning and using multiple languages: current findings from research on multilingualism. Newcastle upon Tyne: Cambridge Scholars

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