Exploiting Foreign Language Student-Teachers' Visual Language Biographies to Challenge the Monolingual Mind-Set in Foreign Language Education

Autor/in	Melo-Pfeifer, Sílvia
Titel	Exploiting Foreign Language Student-Teachers' Visual Language Biographies to Challenge the Monolingual Mind-Set in Foreign Language Education
Quelle	In: International Journal of Multilingualism, 18 (2021) 4, S.601-618 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Melo-Pfeifer, Sílvia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2021.1945067
Schlagwörter	Second Language Learning; Second Language Instruction; Language Teachers; Student Teachers; French; Spanish; Preservice Teachers; Immigrants; Student Characteristics; Multilingualism; Teacher Education Programs; Monolingualism; Freehand Drawing; Comparative Analysis; Biographies; Learning Processes; Art Education; Language Attitudes; Foreign Countries; Student Teacher Attitudes; Germany + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Französisch; Spanisch; Immigrant; Immigrantin; Immigranten; Mehrsprachigkeit; Multilingualismus; Drawing; Zeichnen; Biography; Biografie; Biographie; Learning process; Lernprozess; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Sprachverhalten; Ausland; Deutschland
Abstract	This article takes the plurilingual repertoires of foreign language teachers -- and thus the teachers' linguistic diversity -- as a starting point for exploratory research into the potential of visual methods in teacher education for changing mind-sets. Describing and reflecting on the ubiquitous manifestation of a monolingual habitus in foreign language (teacher) education, we consider ways to offer linguistically responsive foreign language teacher education aiming at challenging that ethos. Reporting on a project based on the production of drawings, we present and compare the linguistic biographies of future French and Spanish teachers, using multimodal analysis. The analysis seeks to uncover whether target language (French and Spanish) and migrant background influence the visual representation of the plurilingual repertoire and of the process of becoming plurilingual. As no significant differences are observed, demonstrating the pervasiveness of the monolingual mind-set in foreign language learning and teacher education, I propose some ways forward in response to the identified language learning ideologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01