Rethinking the 'Ideal Native Speaker' Teacher in Early Childhood Education

Autor/in	Waddington, Julie
Titel	Rethinking the 'Ideal Native Speaker' Teacher in Early Childhood Education
Quelle	In: Language, Culture and Curriculum, 35 (2022) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2021.1898630
Schlagwörter	Preschool Teachers; Early Childhood Education; Foreign Countries; Native Speakers; Multilingualism; Educational Policy; Teaching Methods; Learning Processes; Teacher Education Programs; Second Language Learning; Second Language Instruction; English (Second Language); Preservice Teachers; Educational Change; Instructional Innovation; Intervention; Teacher Collaboration; Teacher Competencies; Spain + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Muttersprachler; Mehrsprachigkeit; Multilingualismus; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsreform; Educational Innovation; Bildungsinnovation; Lehrerkooperation; Lehrkunst; Spanien
Abstract	Current foreign language education policies advocate plurilingual approaches to learning and teaching languages and call into question the 'ideal native speaker' as the ultimate model. Observations within a teacher training context indicate that this ideal still holds considerable weight among pre-service teachers. A study was carried out with students enrolled on the degree programme in Early Childhood Education at a university in Catalonia to explore the extent to which the 'ideal native speaker' model prevails within this community. The study analysed data from different instruments applied within the context of a core module which includes an innovative approach to embedding English as a foreign language in the early years. Findings confirm the prevalence of the model and reveal beliefs and assumptions which not only perpetuate the ideal itself, but also reinforce disempowering and discriminatory attitudes which are incongruent with current policies regarding language education. Changes reported in post-intervention findings highlight the need to develop reflective skills alongside linguistic and didactic competences in Early Childhood EFL Education. One of the main contributions of the study is its identification of deficit views of non-specialist teachers and its call for collaborative practice in which all linguistic abilities have a place. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01