Foreign language teaching: does it still make sense?
This paper discusses the question of whether foreign language teaching and teacher training makes sense today. Pre-service teacher views are collected and analysed. Their views concerning the reasons for introducing a foreign language in the early years show strong bias towards instrumental concepti...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/17691 |
| Acceso en línea: | http://hdl.handle.net/10256/17691 |
| Access Level: | acceso abierto |
| Palabra clave: | Llengües modernes -- Ensenyament Languages, Modern -- Study and teaching Professors de llengua -- Formació Language teachers -- Training of Llengua segona -- Adquisició -- Educació primària Second language acquisition -- Study and teaching (Primary) Llengües modernes -- Educació primària Languages, Modern -- Study and teaching (Primary) |
| Sumario: | This paper discusses the question of whether foreign language teaching and teacher training makes sense today. Pre-service teacher views are collected and analysed. Their views concerning the reasons for introducing a foreign language in the early years show strong bias towards instrumental conceptions which do not correspond to the ages and needs of the students in question. A training activity is described which prompts students (future teachers) to recall childhood experiences as foreign language learners, while illustrating scaffolding techniques to promote communication with students of different levels/abilities. Pictorial narrative evidence is analysed, with findings offering insight into aspects that generate negative and positive experiences for young learners. Reflections on these findings discuss the need to balance both instrumental and substantive conceptions of foreign language education; rethinking the former in an age-appropriate manner, and highlighting the latter as the key to making language education meaningful |
|---|