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Mother Tongue and Mathematics Instruction in Multilingual Contexts: An Quantitative Analysis of Teacher Cognition among Elementary-grade Teachers
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| 2 |
The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers
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The Unity of Cognition and Emotion in Preschool Teachers' Understandings of Language Learning and Language Use
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| 4 |
Multilinguisme en situation d'enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible
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In: EISSN: 2570-2432 ; Language Education and Multilingualism – The Langscape Journal ; https://hal.archives-ouvertes.fr/hal-02491234 ; Language Education and Multilingualism – The Langscape Journal, The Langscape Network c/o Humboldt-Universität zu Berlin, 2019, 2, pp.53-69. ⟨10.18452/20621⟩ (2019)
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| 5 |
Multilinguisme en situation d’enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible ...
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Xue, Lin. - : Humboldt-Universität zu Berlin, 2019
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Multilinguisme en situation d’enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible
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Xue, Lin. - : Humboldt-Universität zu Berlin, 2019
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Abstract:
Les attitudes des enseignants de langues étrangères envers les langues des apprenants, déjà acquises antérieurement, pourraient avoir un impact sur les représentations des apprenants en question, en ce qui concerne la langue cible ainsi que le pays d’accueil. Cet article proposera une approche compréhensive des perceptions de deux enseignants de Français Langue Etrangère vis-à-vis de la présence du chinois et de l’anglais dans les cours qu’ils donnent à un public sinophone. À travers l’analyse de leurs convictions ainsi que de leurs pratiques relatives au multilinguisme en situation d’enseignement, nous essayerons de relever le côté non-linéaire et contextualisé de l’agir professoral pour ensuite proposer des pistes de formation adaptées au contexte actuel marqué de mobilité multipliée à l’échelle internationale. ; Foreign language teachers’ attitudes towards students’ previously acquired languages could have an impact on students’ visions about the target language and the host country. In this paper, we propose to analyze, through a comprehensive approach, how two teachers of French as a foreign language view the presence of non-targeted languages, Mandarin Chinese and English, in their courses to Chinese-speaking learners. We try to see, on the one hand, their beliefs and their effective teaching practices concerning the phenomena of multilingualism in language learning and teaching, and on the other hand, the non-linearity and the contextuality of teacher cognition, in order to propose some development ideas for teacher training programs which need to be adapted to the current context, characterized by accelerated international mobility. ; Peer Reviewed
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Keyword:
370 Bildung und Erziehung; 400 Sprache; 407 Ausbildung; Apprenant sinophon; Chinese-speaking learners; ddc:370; ddc:400; ddc:407; Forschung; Français langue étrangère; French as a foreign language; intercultural; interculturel; multilingualism; multilinguisme; pensée enseignante; Teacher cognition; verwandte Themen
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URN:
urn:nbn:de:kobv:11-110-18452/21346-0
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URL: http://edoc.hu-berlin.de/18452/21346
https://doi.org/10.18452/20621
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Adult Educators at the Crossroads of Language Learning and Workforce Development: A Qualitative Study of Teacher Agency
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In: Graduate Masters Theses (2019)
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| 8 |
Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction
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In: World Languages and Cultures Publications (2018)
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| 9 |
Native English-Speaking Teachers Using Korean to Teach EFL in South Korea: A Sociocultural Analysis of Teachers' Beliefs and Practices
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| 10 |
Diffusion of the CEFR among Vietnamese teachers: a mixed methods investigation
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| 11 |
Do all students understand the same message? High school teachers' use of non-literal expressions
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| 12 |
Investigating vocabulary in academic spoken English: Corpora, teachers, and learners
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| 13 |
Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers’ Cognitions about Principles of Curriculum Design and Their Own Roles
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In: Australian Journal of Teacher Education (2016)
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| 14 |
The Impact of teacher cognition and classroom practices on IELTS test preparation courses in the Australian ELICOS sector
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| 15 |
A Mixed Methods Investigation of ESOL Teacher Advocacy: It's Not Going in and Just Teaching English ...
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| 16 |
Personal Practical Knowledge of Graduate Spanish-Teaching Assistants: An Issue of Experience
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In: Applied Linguistics and English as a Second Language Dissertations (2014)
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| 17 |
La enseñanza bilingüe a partir de las representaciones del profesorado : un estudio integrado
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| 18 |
Teachers’ Reported Beliefs about the role of Grammar, and their Observed Pedagogical Practices of Foreign Languages Teaching in England
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Liviero, Sara. - : University of Exeter, 2014. : College of Social Sciences and International Studies, Graduate School of Education, 2014
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| 19 |
De l’influence de l’expérience sur l’agir enseignant
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In: ISSN: 0339-7513 ; Éducation permanente ; https://hal.archives-ouvertes.fr/hal-01934015 ; Éducation permanente, Arcueil : Éducation permanente, 2013, 196, pp.129-138 (2013)
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An Investigation of Language Teachers’ Explorations of the Use of Corpus Tools in the English for Academic Purposes (EAP) Class
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In: Applied Linguistics and English as a Second Language Dissertations (2013)
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