Language Teaching for European Citizenship: Insights for Teacher Education

Autor/in	Hennebry, Mairin
Titel	Language Teaching for European Citizenship: Insights for Teacher Education
Quelle	In: Language Learning Journal, 42 (2014) 3, S.289-306 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2014.880504
Schlagwörter	Teacher Education; Citizenship; Foreign Countries; Modern Languages; Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Sociocultural Patterns; Teaching Methods; Educational Policy; Self Efficacy; Pedagogical Content Knowledge; Semi Structured Interviews; France; Ireland; Spain; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Staatsbürgerschaft; Ausland; Gegenwartssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Frankreich; Irland; Spanien
Abstract	A drive for the development of European citizenship (EC) through Modern Foreign Language (MFL) teaching has existed for some time within the academic literature as well as policy institutions. Nevertheless, the views of MFL teachers on the role of MFL in developing EC have rarely been given a voice. This article presents the findings of a study conducted in eight schools in four European countries. Through semi-structured interviews with 19 secondary school teachers of MFL, the study investigated teachers' views on the teaching of the EC and their understandings of their role as MFL teachers. The study also examined teachers' considerations on what such teaching might include, their preparedness for the task and their perceptions of challenges they may face. Findings show that teachers are supportive of the development of active EC but highlight a number of systemic and situational challenges, particularly in England. Findings are discussed in light of the European dimension of teacher education as well as socio-cultural perspectives on second language teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10