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教师对多语言主义,遗产语言维护和学校第二语言学习的态度
Julie Daelman1, Kristiane Van Lierde1,2, Kim Bettens1
1Center for Speech and Language Sciences (CESLAS), Department of Rehabilitation Sciences, Ghent University, Gent, Belgium.
概括
佛兰德斯的教师普遍认为多语言是积极的,但需要更多的培训,以有效地在课堂上使用学生的母语. 这有助于维护遗产语言和多元文化教育.
科学领域:
- 教育心理学教育心理学
- 社会语言学 社会语言学
- 多元文化教育多元文化教育
背景情况:
- 多元文化教室为教育工作者提供适应的语言输入带来了挑战.
- 教师在影响学校和家庭的语言接触方面发挥着至关重要的作用.
研究的目的:
- 调查教师对佛兰德斯多语言主义的认知,情感和行为态度.
- 检查教师和学校相关因素如何影响这些态度.
主要方法:
- 开发了一个在线调查,并分发给佛兰德斯各地的教师.
- 710名幼儿园,小学和中学教师填写了关于他们对多语言主义的态度的问卷.
主要成果:
- 教师通常对维护传统语言和多语种持积极态度.
- 关于多语言语言学习策略的误解仍然存在.
- 教师们表示需要额外的培训,以便将学生的母语纳入教学.
结论:
- 教师们在很大程度上认为多语言在课堂上是一种资产.
- 建议提供补充培训和专家建议,以提高教师对遗产语言和第二语言学习原则的理解.
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