Teaching Linguistics to Low-Level English Language Users in a Teacher Education Programme: An Action Research Study

Autor/in	Banegas, Darío Luis
Titel	Teaching Linguistics to Low-Level English Language Users in a Teacher Education Programme: An Action Research Study
Quelle	In: Language Learning Journal, 48 (2020) 2, S.148-161 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Banegas, Darío Luis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2017.1370604
Schlagwörter	Teaching Methods; Student Teachers; Language Proficiency; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Educators; Action Research; Teacher Education Programs; Linguistics; Elementary Secondary Education; Student Teacher Attitudes; Foreign Countries; Language Teachers; Groups; Diaries; Argentina + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Projektforschung; Linguistik; Ausland; Language teacher; Sprachunterricht; Diary; Tagebuch; Argentinien
Abstract	The aim of this study is to investigate the outcomes of teacher educator-initiated action research (AR) process at a teacher education institution in southern Argentina. This process was triggered by a challenge which emerged in the 2016 academic year: how to teach a linguistics module through English to low-level English language users in the first year of a programme designed for teaching English as a foreign language at primary and secondary schools in Argentina. Such a situation became a pedagogical opportunity to engage in AR with a group of student-teachers during a whole academic year. Framed in qualitative research, data collection included journals, teaching and learning artefacts, and interviews. Results show that the integration of content and language learning helped student-teachers develop their language proficiency and strengthen their awareness as language users and future teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01