Accesso libero

In-Service Primary Teachers’ Practices and Beliefs About Multilingualism: Linguistically Sensitive Teaching in the Basque Autonomous Community

INFORMAZIONI SU QUESTO ARTICOLO

Cita

Ahn, S-Y., Shin S., & Kang H-S. (2018). Investigating the Effects of Translanguaging Practices on Learners’ Willingness-to-Communicate and Foreign Language Anxiety in the EFL Context [Paper presentation]. Annual Conference of the American Association for Applied Linguistics, AAAL 2018, Chicago, Illinois, United States. Search in Google Scholar

Back, M., Han, M., & Weng, S. C. (2020). Emotional scaffolding for emergent multilingual learners through translanguaging: Case stories. Language and Education, 34(5), 387–406. https://doi.org/10.1080/09500782.2020.174463810.1080/09500782.2020.1744638 Search in Google Scholar

Basque Government (2020). Unibertsitatekoak ez diren irakaskuntzetan matrikulatutako ikasleen hizkuntza-eredua. EAE eta Nafarroa. https://www.euskadi.eus/web01-apeusadi/eu/eusadierazle/graficosV1.apl?idioma=e&indicador=80 Search in Google Scholar

Bergroth, M., Llompart, J., Pepiot, N., van der Worp, K., Dražnik, T., & Sierens, S. (2021). Identifying Space for Mainstreaming Multilingual Pedagogies in European Initial Teacher Education Policies. European Educational Research Journal. https://doi.org/10.1177/1474904121101250010.1177/14749041211012500 Search in Google Scholar

Brown, K. D. (2005). Estonian schoolscapes and the marginalization of regional identity in education. European Education, 37(3), 78–89. https://doi.org/10.1080/10564934.2005.1104239010.1080/10564934.2005.11042390 Search in Google Scholar

Brown, K. D. (2012). The Linguistic Landscape of Educational Spaces: Language Revitalization and Schools in Southeastern Estonia. In D. Gorter, H. F. Marten, & L. Van Mensel (Eds.), Minority Languages in the Linguistic Landscape (pp. 281–298). Palgrave Macmillan. https://doi.org/10.1057/9780230360235_1610.1057/9780230360235_16 Search in Google Scholar

Canagarajah, S. (2013). Theorizing a competence for translingual practice at the contact zone. In S. May (Ed.), The multilingual turn (pp. 88–112). Routledge Publishers. https://doi.org/10.4324/978020311349310.4324/9780203113493 Search in Google Scholar

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.21.03cen10.1075/aila.21.03cen Search in Google Scholar

Cenoz, J., & Gorter, D. (2014). Focus on multilingualism as an approach in educational contexts. In A. Blackledge, & A. Creese (Eds.), Heteroglossia as practice and pedagogy (pp. 239–254). Springer. https://doi.org/10.1007/978-94-007-7856-6_1310.1007/978-94-007-7856-6_13 Search in Google Scholar

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/10.1080/01434632.2017.128485510.1080/01434632.2017.1284855 Search in Google Scholar

Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39(2), 300–311. https://doi.org/10.1111/weng.1246210.1111/weng.12462 Search in Google Scholar

Cenoz, J., & Santos, A. (2020). Implementing pedagogical translanguaging in trilingual schools. System, 92. https://doi.org/10.1016/j.system.2020.10227310.1016/j.system.2020.102273 Search in Google Scholar

Cook, V. J. (2010). The relationship between first and second language acquisition revisited. In E. Macaro (Ed.), The Continuum companion to second language acquisition (pp. 137–157). Continuum. https://doi.org/10.5040/9781474212397.ch-00410.5040/9781474212397.ch-004 Search in Google Scholar

Dressler, M. (2015). Historical Trajectories and Ambivalences of Turkish Minority Discourse. New Diversities, 17(1), 9–26. Search in Google Scholar

European Commission (2008). Communication from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions - Multilingualism: An asset for Europe and a shared commitment [SEC(2008) 2443] [SEC(2008) 2444] [SEC(2008) 2445}]. COM/2008/0566 final. Search in Google Scholar

Eustat (2018). Tres de cada cinco personas que residen en la C.A. de Euskadi tienen algún conocimiento de euskera en 2016. http://www.eustat.eus/elementos/Tres_de_cada_cinco_personas_que_residen_en_la_CA_de_Euskadi_tienen_algun_conocimiento_de_eusk era_en_2016/not0014683_c.html Search in Google Scholar

Gorter, D. (2013). Linguistic Landscapes in a Multilingual World. Annual Review of Applied Linguistics, 33, 190–212. https://doi.org/10.1017/S026719051300002010.1017/S0267190513000020 Search in Google Scholar

Gorter, D., & Cenoz, J. (2011). A multilingual approach: Conclusions and future perspectives: Afterword. The Modern Language Journal, 95(3), 442–445. https://doi.org/10.1111/j.1540-4781.2011.01203.x10.1111/j.1540-4781.2011.01203.x Search in Google Scholar

Gorter, D., & Cenoz, J. (2015). Linguistic landscapes inside multilingual schools. In B. Spolsky, M. Tannenbaum, & O. Inbar (Eds.), Challenges for language education and policy: Making space for people (pp. 151–169). Routledge Publishers. https://scholars.cityu.edu.hk/en/publications/publication(ab8269f4-345e-4a15-9442-9f8fe8fbe386).html Search in Google Scholar

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.10.1111/j.1467-971X.1982.tb00476.x Search in Google Scholar

Laihonen, P., & Tódor, E-M. (2017). The changing schoolscape in a Szekler village in Romania: signs of diversity in rehungarization. International Journal of Bilingual Education and Bilingualism, 20(3), 362–379. https://doi.org/10.1080/13670050.2015.105194310.1080/13670050.2015.1051943 Search in Google Scholar

Leonet, O., Cenoz, J., & Gorter, D. (2017). Challenging Minority Language Isolation: Translanguaging in a Trilingual School in the Basque Country. Journal of Language, Identity & Education, 16(4), 216–227. https://doi.org/10.1080/15348458.2017.132828110.1080/15348458.2017.1328281 Search in Google Scholar

Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641–654. https://doi.org/10.1080/13803611.2012.71848810.1080/13803611.2012.718488 Search in Google Scholar

Llompart, J., & Birello, M. (2020). Migrant and Non-Migrant Origin Pre-Service Teachers’ Beliefs about Multilingualism and Teaching in Multilingual Classrooms: Convergences and Divergences. Sustainable Multilingualism, 17(1), 102–123. https://doi.org/10.2478/sm-2020-001510.2478/sm-2020-0015 Search in Google Scholar

Shohamy, E., & Waksman, S. (2009). Linguistic landscape as an ecological arena: Modalities, meanings, negotiations, education. In E. Shohamy, & D. Gorter (Eds.), Linguistic Landscape: Expanding the Scenery (pp. 313–331). Routledge.10.4324/9780203930960 Search in Google Scholar

Zalbide, M., & Cenoz, J. (2008). Bilingual Education in the Basque Autonomous Community: Achievements and Challenges. Language, Culture and Curriculum, 21(1), 5–20. https://doi.org/10.2167/lcc339.010.2167/lcc339.0 Search in Google Scholar