Hizkuntzekiko Irakaskuntza Sentsiblearen gaineko usteakEAEko LHko irakaslegaien iritziak aztergai

  1. Gaspar, Artzai
  2. Galdos, Oihane
  3. Saragueta, Eider
  4. Van der Worp, Karin
  5. Ituiño, Leire
Zeitschrift:
Fontes linguae vasconum: Studia et documenta

ISSN: 0046-435X

Datum der Publikation: 2023

Jahr: 55

Nummer: 136

Seiten: 321-345

Art: Artikel

DOI: 10.35462/FLV136.2 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Andere Publikationen in: Fontes linguae vasconum: Studia et documenta

Ziele für nachhaltige Entwicklung

Zusammenfassung

Euskal Autonomia Erkidegoko (EAE) eskoletan, irakasten diren bi hizkuntza ofizial eta atzerriko hizkuntzaz gain, haur batzuek jatorrizko beste hizkuntza batzuk ere badituzte. Egoera eleanitz horren aurrean Linguistically Sensitive Teaching (LST) aintzat hartzea beharrezkoa da. Ikerketa honetan, EAEko unibertsitateko Lehen Hezkuntzako 14 irakaslegaik LSTaz duten kontzientzia aztertzen da, galdetegia, idatzizko hausnarketa, talde-eztabaida eta behaketen bitartez. Emaitzek erakusten dute irakaslegaiak LSTaren oinarrizko alderdiak identifikatzeko gai direla eta euskararen babesarekin lotzen dutela.

Bibliographische Referenzen

  • Alisaari, J., Heikkola, L. M., Commins, N. & Acquah, E. O. (2019). Monolingual ideologies confronting multilingual realities: Finnish teachers’ beliefs about linguistic diversity. Teaching and Teacher Education, 80, 48-58. https://doi.org/10.1016/j.tate.2019.01.003
  • Arocena, E., Cenoz, J. & Gorter, D. (2015). Teachers’ beliefs in multilingual education in the Basque country and in Friesland. Journal of Immersion and Content- Based Language Education, 3(2), 169-193. https://doi.org/10.1075/jicb.3.2.01aro
  • Azparren, P. (2020). Educating teachers for Content and Language Integrated Learning: An action research study of secondary school teachers practices and cognitions during a CLIL teaching programme [Argitaratu gabeko doktore-tesia]. Nafarroako Unibertsitatea.
  • Bergroth, M., Llompart, J., Pepiot, N., van der Worp, K., Dražnik, T. & Sierens, S. (2022). Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies. European Educational Research Journal, 21(5), 801-821. https://doi.org/10.1177/14749041211012500
  • Bergroth, M., Llompart-Esbert, J., Pepiot, N., Sierens, S., Dražnik, T. & Van Der Worp, K. (2023). Whose action research is it?: Promoting linguistically sensitive teacher education in Europe. Educational Action Research, 31(2), 265-284. https://doi.org/10.1080/09650792.2021.1925570
  • Bergroth, M., Dražnik, T., Llompart Esbert, J., Pepiot, N., van der Worp, K. & Sierens, S. (2022). Linguistically sensitive teacher education: toolkit for reflection tasks and action research. Grano Oy. https://urn.fi/URN:NBN:fi-fe2022021018583
  • Cammarata, L. & Ceallaigh, T. Ó. (2018). Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators. Journal of Immersion and Content-Based Language Education, 6(2), 153-161. https://doi.org/10.1075/jicb.00004.cam
  • Cenoz, J. (2008). Achievements and challenges in bilingual and multilingual education in the Basque Country. AILA Review, 21(1), 13-30. https://doi.org/10.1075/aila.21.03cen
  • Cenoz, J. & Gorter, D. (2014). Focus on multilingualism as an approach in educational contexts. In A. Blackedge & A. Creese (arg.), Heteroglossia as practice and pedagogy (239.-254. or.). Springer. https://doi.org/10.1007/978-007-7856-6
  • Cenoz, J. & Gorter, D. (2017). Minority languages and sustainable translanguaging: threat or opportunity? Journal of Multilingual and Multicultural Development, 38(10), 901-912. https://doi.org/10.1080/01434632.2017.1284855
  • Europako Batzordea. (2006). Communication from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions-Thematic Strategy for Soil Protection [SEC (2006) 620][SEC (2006) 1165]. COM/2006/0231 Final.
  • Europako Kontseilua. (1992). European charter for regional or minority languages and explanatory report. Council of Europe Publishing.
  • Europako Kontseilua. (2016a). Guide for the development and implementation of curricula for plurilingual and intercultural education. Council of Europe Publishing.
  • Europako Kontseilua. (2016b). The language dimension in all subjects: a handbook for curriculum development and teacher training. Council of Europe Publishing.
  • Eusko Jaurlaritza. (2016). Heziberri 2020 Hezkuntza-eredu pedagogikoaren markoa. https://www.euskadi.eus/contenidos/informacion/inn_heziberri_marco/eu_def/adjunts/Heziberri_marco_modelo_educativo_pedagogico_e.pdf
  • Eusko Jaurlaritza. (2020). Unibertsitatekoak ez diren irakaskuntzetan matrikulatutako ikasleen hizkuntza-eredua. EAE eta Nafarroa. https://www.euskadi.eus/web-01-apeusadi/eu/eusadierazle/graficosV1.apl?idioma=e&indicador=80
  • García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.
  • Gaspar, A. (2021). Edukiak ulertzeko estrategiak CLIL irakaskuntzan: Euskal Herriko eskola bateko B eta D ereduak. Tantak. EHUko Hezkuntza Aldizkaria, 33(2), 49-77. https://doi.org/10.1387/tantak.22449
  • Gorter, D. & Arocena, E. (2020). Teachers’ beliefs about multilingualism in a course on translanguaging. System, 92, 102-272. https://doi.org/10.1016/j.system.2020.102272
  • Kemmis, S., McTaggart, R. & Nixon, R. (2014). The action research planner: doing critical participatory action research. Springer. https://doi.org/10.1007/978-981-4560-67-2
  • Lewis, G., Jones, B. & Baker, C. (2012). Translanguaging: developing its conceptualization and contextualization. Educational Research and Evaluation, 18(7), 655-670. https://doi.org/10.1080/13803611.2012.718490
  • Lucas, T. & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory into Practice, 52(2), 98-109. https://doi.org/10.1080/00405841.2013.770327
  • May, S. (2014). Introducing the «multilingual turn». In S. May (arg.), The multilingual turn: Implications for SLA, TESOL and bilingual education (1.-6. or.). Routledge. https://doi.org/10.4324/9780203113493
  • Portolés, L. & Martí, O. (2018) Teachers’ beliefs about multilingual pedagogies and the role of initial training, International Journal of Multilingualism, 17(2), 248-264. https://doi.org/10.1080/14790718.2018.1515206
  • Reason, P. & Bradbury, H. (arg.). (2008). The SAGE handbook of action research: Participative inquiry and practice. SAGE. https://doi.org/10.4135/9781848607934
  • Rossner, R. & Bolitho, R. (2023). Language-sensitive teaching and learning: A resource book for teachers and teacher educators. Springer Nature. https://doi.org/10.1007/978-3-031-11339-0
  • Selvi, A. F. (2019). Qualitative content analysis. In J. McKinley & H. Rose (arg.), The Routledge handbook of research methods in applied linguistics (13.-20. or.). Routledge. https://doi.org/10.4324/9780367824471-37
  • Valdiviezo, L. A. & Nieto, S. (2017). Culture in bilingual and multilingual education: Conflict, struggle, and power. In W. E. Wright, S. Boun & O. García (arg.), The handbook of bilingual and multilingual education (92.-108. or.). Wiley. https://doi.org/10.1002/9781118533406.ch6
Fuente de los datos: Dialnet