Pre-Service and In-service Teachers´ Language Ideologies About Non-Spanish-speaking Students and Multilingualism in Chilean Classroom
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Abstract
This paper describes a study exploring in-service (IS) and pre-service (PS) teachers’ languageideologies about non-Spanish-speaking students’ multilingualism in Chilean classrooms. Asurvey was answered by 69 IS teachers and 34 PS teachers in the Chilean school system.Both groups were asked about two dimensions: (a) teachers’ knowledge and training in L2pedagogies and their ideologies about students’ L1 and multilingualism; and (b) immigrantstudents’ access and integration into Chilean schools. We focus on dimension (a); the resultsindicate that the teachers from the IS and PS groups do not consider that students’ L1 is animpediment to the acquisition of the target language. They declare that the preservation ofthe L1 boosts non-Spanish-speaking students’ self-esteem and can help them to acquire newlinguistic knowledge. However, the results show a lack of consistent strategies to approachmultilingual classes. These results are discussed in the light of the need to train teachers ofall disciplines in multilingualism and the demand for public policies to teach Spanish as anadditional language in Chilean schools
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Intercultural education, Language ideologies, Spanish as an Additional Language