How linguistic repertoires contribute to the formation of linguistic competence of Primary School preservice teachers in Asturias and Catalonia
DOI:
https://doi.org/10.30827/portalin.vi45.32993Keywords:
Beliefs, Linguistic self-portrait; Linguistic repertoire; Teacher training; Plurilingual competenceAbstract
This study presents the results of a training experience, whose aim is to increase plurilingual awareness in undergraduate students of education faculties of two universities: the Faculty Padre Ossó (University of Oviedo) and the Faculty of Education (University of Barcelona). The specific objectives are to a) explore the representations of the self-portraits that undergraduate students made about their linguistic identity; b) compare the beliefs of undergraduate students and primary school pupils according to data obtained in previous research; c) determine the effects of the training experience. A total of 32 undergraduate students participated in this study. The results, presented in three blocks according to the three instruments used –linguistic self-portrait, explanatory texts, or final reflective texts–, show the symbolic value participants give to languages of their repertoires, and the relations they establish: affective with languages of their own territories and instrumental with languages such as Spanish or English. The training experience is considered of great interest for undergraduate students since it encourages awareness regarding linguistic identities, which will be crucial in the development of their future didactic proposals.
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