Experts' Views on the Contribution of Language Awareness and Translanguaging for Minority Language Education

Autor/inn/en	Makarova, Irina; Duarte, Joana; Huilcán, Marcela I.
Titel	Experts' Views on the Contribution of Language Awareness and Translanguaging for Minority Language Education
Quelle	In: Language Awareness, 32 (2023) 1, S.74-93 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duarte, Joana) ORCID (Huilcán, Marcela I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.1963976
Schlagwörter	Metalinguistics; Language Usage; Code Switching (Language); Second Language Learning; Second Language Instruction; Professionalism; Teaching Methods; Native Language Instruction; Indo European Languages; Foreign Countries; Student Attitudes; Language Attitudes; Teacher Attitudes; Language of Instruction; Immersion Programs; Teacher Educators; Learning Motivation; Expertise; Language Skill Attrition; Elementary Secondary Education; Language Teachers; Netherlands + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Professionalität; Teaching method; Lehrmethode; Unterrichtsmethode; Native language education; Muttersprachlicher Unterricht; Indoeuropäisch; Ausland; Schülerverhalten; Sprachverhalten; Lehrerverhalten; Teaching language; Unterrichtssprache; Immersionsprogramm; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Motivation for studies; Lernmotivation; Expert appraisal; Sprachverfall; Language teacher; Sprachunterricht; Niederlande
Abstract	Increasing migration-induced language diversity is putting pressure on the teaching of regional and minority languages in official bi- or multilingual regions. This study presents an in-depth analysis of teachers' and teacher trainers' beliefs and views towards language awareness and translanguaging approaches as possible ways to enhance pupils' language attitudes and motivation to learn a minority language, such as Frisian in the Netherlands. The study applies a qualitative design, based on the analysis of interviews with eight teachers and three teacher trainers, representing experts in their field. Through a thematic analysis, we provided an overview of the most salient themes within the data. Interviews revealed that teachers held positive beliefs about the value of language awareness and translanguaging approaches for minority language teaching. However, when it came to actual teaching practices, they favoured immersion-based approaches in order to enhance exposure to the minority language. This study offers a contribution to the field of language teaching in minority areas by arguing for teacher professionalisation to empower teachers in applying language awareness and translanguaging approaches without feeling anxious about causing language attrition of minority languages. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01