Preservice and Inservice Teachers' Language Ideologies about Non-Spanish-Speaking Students and Multilingualism in Chilean Classrooms

Autor/inn/en	Toledo, Gloria; Lizasoain, Andrea; Cerda-Oñate, Karina
Titel	Preservice and Inservice Teachers' Language Ideologies about Non-Spanish-Speaking Students and Multilingualism in Chilean Classrooms
Quelle	In: Journal of Teacher Education and Educators, 11 (2022) 1, S.83-104 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Toledo, Gloria) ORCID (Lizasoain, Andrea) ORCID (Cerda-Oñate, Karina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Foreign Countries; Preservice Teachers; Student Attitudes; Teacher Attitudes; Ideology; Multilingualism; Second Language Learning; Knowledge Level; Teacher Education; Immigrants; Native Language; Barriers; Spanish; Self Esteem; Pedagogical Content Knowledge; Preschool Education; Elementary Secondary Education; Adult Education; Chile + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Lehrerverhalten; Ideologie; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Wissensbasis; Lehrerausbildung; Lehrerbildung; Immigrant; Immigrantin; Immigranten; Spanisch; Self-esteem; Selbstaufmerksamkeit; Pädagogische Kompetenz; Pre-school education; Vorschulerziehung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung
Abstract	This paper describes a study exploring in-service (IS) and pre-service (PS) teachers' language ideologies about non-Spanish-speaking students' multilingualism in Chilean classrooms. A survey 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 L2 pedagogies and their ideologies about students' L1 and multilingualism; and (b) immigrant students' access and integration into Chilean schools. We focus on dimension (a); the results indicate that the teachers from the IS and PS groups do not consider that students' L1 is an impediment to the acquisition of the target language. They declare that the preservation of the L1 boosts non-Spanish-speaking students' self-esteem and can help them to acquire new linguistic knowledge. However, the results show a lack of consistent strategies to approach multilingual classes. These results are discussed in the light of the need to train teachers of all disciplines in multilingualism and the demand for public policies to teach Spanish as an additional language in Chilean schools. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01