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Future teachers as agents of language revitalisation the case of Galician early childhood education

Future teachers as agents of language revitalisation the case of Galician early childhood education

 DePalma, Renée.
 2018
 p. 303-317 English
Language revitalisation.Giáo dục ngôn ngữ.Teacher education.Early childhood education.Teacher agency.Giáo dục trẻ con.Language hegemony.
Tác giả CN DePalma, Renée.
Nhan đề Future teachers as agents of language revitalisation: the case of Galician early childhood education / Renée DePalma, María-Helena Zapico-Barbeito, Iria Sobrino-Freire.
Thông tin xuất bản 2018
Mô tả vật lý p. 303-317
Tóm tắt In this article, we aim to explore the important role of future teachers in the revitalisation of minoritised languages. In the Spanish autonomous community of Galicia, language legislation stipulates that the minoritised language be supported in educational settings, yet this support has been weak at best, particularly for schools in urban areas. Teacher training colleges and universities are responsible for the preparation of new teachers who are able and willing to contribute to the school-based language revitalisation project. We report on classroom-based research in a university Early Childhood Education program, based on videotapes and written documents produced by students as classroom tasks, as well as a questionnaire they completed after the course. Our conclusions suggest that teacher training can activate teacher agency even before they enter the profession, in two main ways: 1) reflect critically on their own linguistic trajectories and competencies and 2) understand the linguistic realities in Galician society and schools. Using methodologies of guided practice and reflection, teacher education programmes can strengthen the potential of future teachers as agents of language revitalisation.
Thuật ngữ chủ đề Language revitalisation.
Từ khóa tự do Giáo dục ngôn ngữ.
Từ khóa tự do Teacher education.
Từ khóa tự do Early childhood education.
Từ khóa tự do Teacher agency.
Từ khóa tự do Giáo dục trẻ con.
Từ khóa tự do Language hegemony.
Tác giả(bs) CN Sobrino-Freire, Iria.
Tác giả(bs) CN Zapico-Barbeito, María-Helena.
Nguồn trích Language, Culture and Curriculum - Volume 31, 2018 - Issue 3
MARC
Hiển thị đầy đủ trường & trường con
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260[ ] |c 2018
300[1 0] |a p. 303-317
520[ ] |a In this article, we aim to explore the important role of future teachers in the revitalisation of minoritised languages. In the Spanish autonomous community of Galicia, language legislation stipulates that the minoritised language be supported in educational settings, yet this support has been weak at best, particularly for schools in urban areas. Teacher training colleges and universities are responsible for the preparation of new teachers who are able and willing to contribute to the school-based language revitalisation project. We report on classroom-based research in a university Early Childhood Education program, based on videotapes and written documents produced by students as classroom tasks, as well as a questionnaire they completed after the course. Our conclusions suggest that teacher training can activate teacher agency even before they enter the profession, in two main ways: 1) reflect critically on their own linguistic trajectories and competencies and 2) understand the linguistic realities in Galician society and schools. Using methodologies of guided practice and reflection, teacher education programmes can strengthen the potential of future teachers as agents of language revitalisation.
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653[0 ] |a Early childhood education.
653[0 ] |a Teacher agency.
653[0 ] |a Giáo dục trẻ con.
653[0 ] |a Language hegemony.
700[1 ] |a Sobrino-Freire, Iria.
700[1 ] |a Zapico-Barbeito, María-Helena.
773[0 ] |t Language, Culture and Curriculum |g Volume 31, 2018 - Issue 3
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