Teacher perspectives on the introduction of linguistics in the languages classroom. Evidence from a co-creation project on French, German and Spanish.

Autor/inn/en	Sheehan, Michelle; Havinga, Anna D.; Kasstan, Jonathan R.; Stollhans, Sascha; Corr, Alice; Gillman, Peter
Titel	Teacher perspectives on the introduction of linguistics in the languages classroom. Evidence from a co-creation project on French, German and Spanish.
Quelle	In: British educational research journal, (2024) 00, S. 1-27Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-3518; 0141-1926
DOI	10.25656/01:29361 10.1002/berj.4009
URN	urn:nbn:de:0111-pedocs-293617
Schlagwörter	Sprache; Sprachenlernen; Sprachwissenschaft; Didaktik; Lehrplan; Curriculum; Curriculumentwicklung; Linguistik; Deutsch als Fremdsprache; Deutschunterricht; Französisch; Französischunterricht; Spanisch; Spanischunterricht; Fremdsprache; Fremdsprachenunterricht; Lehrer; Lehramt; Lehrerausbildung; Kollaboration; Lehrerfortbildung; Partizipation; Bildungspolitik; Großbritannien; England; Wales
Abstract	Linguistics is conspicuously absent from language teaching in UK schools. A-level cultural topics cover a range of themes such as cyber-society, cultural heritage and multiculturalism, but the approach taken to these topics is not informed by linguistics. In previous work, we have argued that this is an unfortunate omission not only because linguistics is appealing to many language students and perceived by them to be useful, but also because the existing cultural topics could be significantly enriched by the inclusion of the critical/analytical study of language itself. In this paper, we provide concrete examples of how linguistics can be integrated into the existing A-level curriculum for Modern Foreign Languages (MFL) in England and Wales. Reporting on a project in which teachers trialled linguistics materials co-created by us (a group of academics) and experienced languages teachers, we present evidence that linguistics materials are perceived to be both highly novel and nonetheless compatible with the existing A-level curriculum. Data from questionnaires and semi-structured interviews with participating teachers also show that: (i) these new materials can be taught with little or no prior experience of linguistics; and (ii) adding linguistics materials to the curriculum leads to significant impacts on teacher and pupil attitudes towards language(s). Despite some challenges, which we also discuss, the results highlight again the great potential of linguistics as a component of language teaching and the contribution that it can make to the enrichment of the discipline. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	Neueintrag 2024-04