A Cross-Linguistic and Multilingual Pre-Service Teacher Education Program

Hinger, Barbara; Hirzinger-Unterrainer, Eva Maria; Schmiderer, Katrin

doi:10.4324/9781315661032-17

Cited by 2 publications

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“…Można zatem powiedzieć, że ekspertów od nie-ekspertów różni poziom świadomości nauczycielskiej. I nie chodzi w tym przypadku o tak istotne elementy świadomości, jak aspekty lingwistyczne, socjolingwistyczne, multilingwalne czy socjo-kulturowe (Canagarajah, 2018;Hélot, 2008;Hinger et al, 2020;Kucharczyk, 2018;Pinho et al, 2011), ale o nauczycielską świadomość procesów myślowych ucznia i samoświadomość nauczyciela. Bez orientacji w kwestii swych własnych mocnych i słabych stron, potrzeb i możliwości, a także predyspozycji umożliwiających skuteczną komunikację z uczniami, nauczyciel nie będzie miał możliwości podejmowania trafnych decyzji, będzie miał za to tendencje by traktować wszystkie swe działania jedynie jako odreagowywanie na zachowania uczniów ( Smuk, 2016).…”

Section: Nauczyciel Nowicjusz Nauczyciel -Ekspert a Doświadczony Nauc...unclassified

Nauczyciele języków obcych: Iluzje – fakty – badania

Komorowska

2023

Neofilolog

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The article aims to analyze meanings underlying the popular concepts of a good teacher, efficient teacher, novice, expert and experienced non-expert from a diachronic perspective. Criteria used across developmental stages of second language acquisition/ foreign language teaching in the process of teacher accreditation are examined, as well as social contexts influencing teacher evaluation. Reasons for teachers’ dissatisfaction with European school systems are presented, as well as coping strategies employed by frustrated teachers. New challenges springing from economic, social and cultural student diversity are also discussed. Implications are sought for pre- and in-service teacher education.

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Section: Nauczyciel Nowicjusz Nauczyciel -Ekspert a Doświadczony Nauc...unclassified

Nauczyciele języków obcych: Iluzje – fakty – badania

Komorowska

2023

Neofilolog

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“…Fremsprachendidaktik (Hinger, Kofler, Skinner & Stadler, 2005) at the University of Innsbruck (Austria). In this programme, future language teachers have to attend a number of courses on general educational aspects delivered in a mixture of English and German, and are invited to introduce all the other languages available in the programme for crosslinguistic reference at certain moments during these courses.…”

Section: One Of the Remarkable Examples Of Existing Programmes Is The...mentioning

confidence: 99%

“…Section (2) was intended to explore L3 teachers' beliefs about the usefulness of other languages in the target language classroom. This section resulted from the review of studies and recommendations in L3 teaching to include the students' other languages as a valuable tool to facilitate the learning and teaching of an L3 (Aronin & Ó Laoire, 2003;Cook, 2007Cook, , 2010Cummins, 2001Cummins, , 2007Hall & Cook, 2013;Herdina & Jessner, 2002;Hinger et al, 2005;Jessner, 1999Jessner, , 2006Jessner, , 2008Neuner, 2004;Spöttl & Hinger, 2001;Van Gelderen et al, 2003;Widdowson, 2003) and to help students not only learn the L3 but also become effective multilingual communicators (Hélot, 2006;Hinger et al, 2005;Jessner, 2008;Moore, 2006;Neuner, 2004). For a detailed discussion on the importance of each of these elements within L3 teaching, see 3.2.3 above.…”

Section: Instrumentmentioning

confidence: 99%

L3 teachers’ beliefs about multilingualism in Europe

Eugenio¹

2018

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Multilingualism has recently come to the forefront of language education in Europe.Research on multilingualism has focused mainly on how third or additional languages (L3s) are learnt, how they should be taught, and what the profile of the L3 teacher should be.However, L3 programmes and teacher training courses do not seem to have echoed these findings yet.This study sets out to investigate the current mismatch between how L3s are being learnt (i.e., as L3s) and how they are being taught (i.e., as second languages or L2s). Based on the premise that teachers' beliefs are the strongest predictors of teachers' practices, this study aims to assess the beliefs that L3 teachers in Europe hold about multilingualism (i.e., about L3 learning, L3 teaching and the L3 teacher). In order to suggest measures which could help reduce the current mismatch, this study also aims to identify any background variables which may be associated with differences in these beliefs.Data was collected through an online questionnaire which received responses from 984 teachers of Spanish, French and German, the three most popular L3s in Europe (European Commission, 2012a, 2012b, working in 34 European countries. Results confirm the mismatch identified at the beginning, with L3 teachers showing only partial awareness of how L3 learning, L3 teaching and the profile of the L3 teacher differ from those in L2 education. The results also suggest that teachers who are more multilingual, have formal qualifications in other languages, and have experience teaching languages other than the L3 generally have more accurate beliefs about multilingualism.In light of these results, training programmes and recruitment policies should be reconsidered to ensure that active and prospective L3 teachers have more adequate beliefs about multilingualism. In turn, this will lead to L3 teaching practices that are more suitable to address the needs of L3 learners, helping reduce the extent of the current mismatch.

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A Cross-Linguistic and Multilingual Pre-Service Teacher Education Program

Cited by 2 publications

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Nauczyciele języków obcych: Iluzje – fakty – badania

Nauczyciele języków obcych: Iluzje – fakty – badania

L3 teachers’ beliefs about multilingualism in Europe

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