Teachers' Voices on Language Awareness in Pre-Primary and Primary School Settings: Implications for Teacher Education

Autor/inn/en	Lourenço, Mónica; Andrade, Ana Isabel; Sá, Susana
Titel	Teachers' Voices on Language Awareness in Pre-Primary and Primary School Settings: Implications for Teacher Education
Quelle	In: Language, Culture and Curriculum, 31 (2018) 2, S.113-127 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2017.1415924
Schlagwörter	Metalinguistics; Teacher Attitudes; Elementary School Teachers; Preschool Teachers; Educational Practices; Beliefs; Sociolinguistics; Educational Policy; Knowledge Base for Teaching; Semi Structured Interviews; Professional Identity; Improvement Programs; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungspraxis; Belief; Glaube; Soziolinguistik; Politics of education; Bildungspolitik; Teaching theory; Theory of teaching; Unterrichtstheorie; Effizienzsteigerung; Ausland
Abstract	This paper shares the voices of six teachers regarding two language awareness projects carried out in one pre-primary and one primary school in Portugal. These projects present innovative practices in teaching young and very young learners to reflect upon language and linguistic diversity and to become aware of world issues (e.g. poverty, discrimination and climate changes). Based upon interviews conducted with the teachers after the staging of the two projects, we analyse teachers' discourses regarding the learning outcomes of the activities, their beliefs and knowledge about language awareness and the possibilities for including this approach in the curriculum. Results suggest that teachers acknowledge the relevance of language awareness in the education of more engaged and respectful citizens; however, they feel insecure and unprepared to include it in their teaching practice and in their professional knowledge. Implications of these findings for pre-service and in-service teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01