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...

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Detalles Bibliográficos
Autor: Waddington, Julie
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)
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spelling Foreign language teaching: does it still make sense?Waddington, JulieLlengües modernes -- EnsenyamentLanguages, Modern -- Study and teachingProfessors de llengua -- FormacióLanguage teachers -- Training ofLlengua segona -- Adquisició -- Educació primàriaSecond language acquisition -- Study and teaching (Primary)Llengües modernes -- Educació primàriaLanguages, Modern -- Study and teaching (Primary)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 meaningfulEste artículo aborda la cuestión de si la enseñanza de lengua extranjera y la formación del respectivo profesorado siguen teniendo sentido hoy en día. Para ello, se recogen y analicen las visiones de maestros/as en formación. Sus visiones sobre los motivos para introducir una lengua extranjera en los primeros años revelan un fuerte sesgo hacia concepciones instrumentales que no se corresponden con las edades y las necesidades de los alumnos en cuestión. Se describe una actividad de formación que incita al alumnado (maestros/as en formación) a recordar sus experiencias como aprendices de lenguas extranjeras durante la infancia, a la vez que también ilustra técnicas de andamiaje para fomentar la comunicación con el alumnado de niveles y habilidades diferentes. Se analizan evidencias narrativas pictóricas. Los hallazgos ofrecen una perspectiva sobre aspectos que generan experiencias negativas y positivas para aprendices de edades tempranas. Las reflexiones sobre estos hallazgos abordan la necesidad de equilibrar las concepciones tanto instrumentales como sustantivas de la enseñanza de la lengua extranjera, replanteando la primera de manera más apropiada según la edad y destacando la segunda como clave para que la enseñanza de la lengua tenga sentidoUniversitat de Girona. Departamento de Psicología2019info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion7 p.application/pdfhttp://hdl.handle.net/10256/17691http://hdl.handle.net/10256/17691Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano = Working Papers on Culture, Education and Human Development, 2019, vol. 15, núm. 3, p. 115-121Articles publicats (D-DE)Waddington, Julie 2019 Foreign language teaching: does it still make sense? Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano = Working Papers on Culture, Education and Human Development 15 3 115 121reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/issn/1699-437XReconeixement-NoComercial 3.0 Espanyahttp://creativecommons.org/licenses/by-nc/3.0/esinfo:eu-repo/semantics/openAccessoai:recercat.cat:10256/176912026-05-29T05:05:01Z
dc.title.none.fl_str_mv Foreign language teaching: does it still make sense?
title Foreign language teaching: does it still make sense?
spellingShingle Foreign language teaching: does it still make sense?
Waddington, Julie
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)
title_short Foreign language teaching: does it still make sense?
title_full Foreign language teaching: does it still make sense?
title_fullStr Foreign language teaching: does it still make sense?
title_full_unstemmed Foreign language teaching: does it still make sense?
title_sort Foreign language teaching: does it still make sense?
dc.creator.none.fl_str_mv Waddington, Julie
author Waddington, Julie
author_facet Waddington, Julie
author_role author
dc.subject.none.fl_str_mv 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)
topic 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)
description 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
publishDate 2019
dc.date.none.fl_str_mv 2019
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/17691
http://hdl.handle.net/10256/17691
url http://hdl.handle.net/10256/17691
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/issn/1699-437X
dc.rights.none.fl_str_mv Reconeixement-NoComercial 3.0 Espanya
http://creativecommons.org/licenses/by-nc/3.0/es
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Reconeixement-NoComercial 3.0 Espanya
http://creativecommons.org/licenses/by-nc/3.0/es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 7 p.
application/pdf
dc.publisher.none.fl_str_mv Universitat de Girona. Departamento de Psicología
publisher.none.fl_str_mv Universitat de Girona. Departamento de Psicología
dc.source.none.fl_str_mv Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano = Working Papers on Culture, Education and Human Development, 2019, vol. 15, núm. 3, p. 115-121
Articles publicats (D-DE)
Waddington, Julie 2019 Foreign language teaching: does it still make sense? Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano = Working Papers on Culture, Education and Human Development 15 3 115 121
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.812429

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