Communicative Competences Required in Initial Teacher Training for Primary School Teachers of Spanish Language in Contexts of Linguistic Diversity

Autor/inn/en	Ferrada, Donatila; Del Pino, Miguel
Titel	Communicative Competences Required in Initial Teacher Training for Primary School Teachers of Spanish Language in Contexts of Linguistic Diversity
Quelle	In: International Multilingual Research Journal, 14 (2020) 1, S.76-92 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferrada, Donatila) ORCID (Del Pino, Miguel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2019.1653156
Schlagwörter	Communicative Competence (Languages); Spanish; Biculturalism; Preservice Teacher Education; American Indian Languages; Elementary School Teachers; College Faculty; Participatory Research; Bilingualism; Teacher Educators; Comparative Analysis; Teacher Attitudes; Student Attitudes; Foreign Countries; Language Attitudes; Language Usage; Native Language; Second Language Learning; Chile + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Spanisch; Bikulturalität; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; Forschungstätigkeit; Bilingualismus; Teacher education; Education; Lehrerbildung; Lehrerverhalten; Schülerverhalten; Ausland; Sprachverhalten; Sprachgebrauch; Zweitsprachenerwerb
Abstract	The main objective of this research was to explore communication competence traits deemed as essential for initial teacher training of schoolteachers of language -- in both the Spanish and "Mapuzugun" -- by primary school teachers and university teachers who are familiar with linguistic diversity in the southern-central area of Chile in order to establish comparisons between their views of initial formation. Dialogic model ("kishu kimkelay ta che") participatory research method was used on two sample groups: one made up of teachers working in schools and another involving university teachers who train teachers-to-be. Results show an enormous gap between the concept of communication competence proposed by both groups; while one is rooted in bilingualism and biculturality linked to the territory in which they work, the other emphasizes formal and procedural aspects of the dominant language. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01