Teaching English as a Foreign Language in Multilingual Milieus in Catalonia: Perspectives and Practices of Educators in Three State Schools

Autor/inn/en	Frigolé, Neus; Tresserras, Eva
Titel	Teaching English as a Foreign Language in Multilingual Milieus in Catalonia: Perspectives and Practices of Educators in Three State Schools
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 2, S.230-243 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frigolé, Neus) ORCID (Tresserras, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2114786
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Multilingualism; Public Schools; Language Teachers; Teacher Attitudes; Administrator Attitudes; Communicative Competence (Languages); Multicultural Education; Spanish; Romance Languages; Native Language; Language Usage; Metalinguistics; Institutional Characteristics; Language Role; Transfer of Training; Grade 1; Grade 2; Elementary School Students; Spain + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Mehrsprachigkeit; Multilingualismus; Public school; Öffentliche Schule; Language teacher; Sprachunterricht; Lehrerverhalten; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Multikulturelle Erziehung; Spanisch; Romanische Sprache; Sprachgebrauch; Metalanguage; Metasprache; Training; Transfer; Ausbildung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Spanien
Abstract	The aim of this article is to explore how the teaching of English as a foreign language is planned in three plurilingual state schools in Catalonia. We carried out classroom observations (first and second grade of primary education) and interviewed the English teachers who teach these lessons and the headmasters of the three schools. The use of these qualitative methods to generate data allowed us to see what teachers say they do in the classroom, and what they really do. The results showed that although the three schools analysed work to make learners aware of their linguistic repertoires and foster their plurilingual competence, the English classroom is still seen as a monolingual space where students' languages and the use of plurilingual strategies are not present. Similarly, we can state that the participating teachers do not prioritise plurilingual and intercultural education in the English classroom, as this is promoted in other school spaces. The findings have strong implications; namely, there is the need for foreign language teachers to encourage the use of students' first languages in the classroom if we want to advance towards a plurilingual and intercultural education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01