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Socially just plurilingual education in Europe : shifting subjectivities and practices through research and action
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Group Work in the English Classroom : Cooperative and Collaborative Learning
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De la didàctica de les llengües a la didàctica del plurilingüisme
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Working through asymmetries of knowledge and expertise in a «giving back to the field» session
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The Plurilingual and Multimodal Management of Participation and Subject Complexity in University CLIL Teamwork
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| 8 |
Nota dels editors ; Editor's Note ; Notas de los editores ; Note des éditeurs
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 12, Núm. 1 (2019): Febrer/Març 2019; p. 1-4 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 12, Núm. 1 (2019): Febrer/Març 2019; p. 1-4 (2019)
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Notas de los editores ; Notes dels editors ; Editors' notes ; Lettre des éditeurs
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 11, Núm. 1 (2018): Febrer/març 2018; p. 1-8 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 11, Núm. 1 (2018): Febrer/març 2018; p. 1-8 (2018)
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Editors' notes
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 11, Núm. 3 (2018): Agost/Setembre 2018; p. 1-4 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 11, Núm. 3 (2018): Agost/Setembre 2018; p. 1-4 (2018)
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| 11 |
Editors' notes
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 11, Núm. 4 (2018); p. 1-4 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 11, Núm. 4 (2018); p. 1-4 (2018)
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| 13 |
Nota de les editores ; Editors' Notes ; Notas de las editoras ; Lettre des éditeurs
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 10, Núm. 1 (2017): ; p. 1-8 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 10, Núm. 1 (2017): (2017)
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| 14 |
Nota de las Editoras ; Nota de les editores ; Editors' Notes ; Lettre des éditeurs
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 10, Núm. 3 (2017); p. 1-8 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 10, Núm. 3 (2017); p. 1-8 (2017)
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The Burden of 'Nativeness' : Four Plurilingual Student-Teachers' Stories
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| 16 |
Student interaction during group work in a multilingual university setting. Suggestions, epistemic orientations and scaffolding behaviors
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In: TDX (Tesis Doctorals en Xarxa) (2016)
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| 17 |
The Burden of ‘Nativeness’: Four Plurilingual Student-Teachers’ Stories
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Abstract:
Oral history interviews conducted with four student-teachers in Bilingual Education or TESOL studies are analyzed. Despite being deconstructed in sociolinguistics and related fields, the ‘native’ and ‘non-native’ dichotomy emerges not only as salient in participants’ self-perceptions of linguistic competence, but also in feelings of unpreparedness for full participation in the teaching profession. Alternative categories are explored, including ‘legitimate’, ‘resourceful’ or ‘bi/plurilingual’ speaker, which may act in juxtaposition to that of ‘native’, or offer emancipatory ways forward. In line with critical pedagogy, for such alternative categories to empower, reimagining how linguistic competence is constructed in the teaching profession - through the appropriation of tools to critically deconstruct ‘nativeness’ – must engage the entire educational community ; En este artículo se analizan las historias de vida de cuatro estudiantes participantes en programas de formación de profesorado de Educación Bilingüe o TESOL. A pesar de que la sociolingüística y otros campos afines han problematizado la dicotomía de hablante ‘nativo’/‘no-nativo’, estas categorías emergen como relevantes para los participantes en este estudio, en cuanto a las percepciones de su propia competencia y de su preparación para iniciarse en su profesión. Categorías alternativas como hablante ‘legítimo’, ‘experto’ o ‘bi/plurilingüe’ se exploran en el artículo, las cuales pueden simplemente rebatir la de hablante ‘nativo’ o posibilitar la emancipación de ella. Siguiendo los postulados de la pedagogía crítica, para que estas categorías resulten empoderadoras, en las tareas de reimaginar la competencia lingüística que se construye en el campo de la educación y de deconstruir la noción de ‘natividad’, deben involucrarse comunidades educativas enteras
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Keyword:
Docentes plurilingües; Filología; Formación de profesorado; Hablante ‘experto’; Hablante ‘nativo/no-nativo’; Pedagogía crítica
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URL: http://hdl.handle.net/10486/675186
https://doi.org/10.5565/rev/jtl3.677
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| 18 |
Student interaction during group work in a multilingual university setting : suggestions, epistemic orientations and scaffolding behaviors
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| 19 |
Prácticas plurilingües 'transgresoras' en un programa extraescolar de refuerzo de la lectura
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In: Signo y seña, ISSN 2314-2189, Nº 29, 2016, pags. 33-61 (2016)
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Nota de les editores
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 3 (2016): August/September; p. 7-8 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 3 (2016): August/September; p. 7-8 (2016)
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