“Their heritage language suddenly plays a role” – Creences dels professors sobre la integració dels Paisatges Lingüístics multilingües a l’aula d’idiomes plurilingüe
Resum
L’objectiu d’aquest article és analitzar les creences de professors sobre la integració de paisatges lingüístics multilingües al’aula d’idiomes plurilingüe. En un estudi empíric, es va fer una entrevista en grup amb professors de l’espanyol, el francès i el llatí que han treballat amb paisatges lingüístics en l’àmbit d’un dia de projecte d’idiomes. Ja que els professors tenen en general conviccions positives cap al plurilingüisme, roman poc explorat quines creences fonamenten les seves perspectives, en concret perspectives heteroglòsiques i/o monoglòsiques. Usant una anàlisi de discurs i contingut, les creences es poden col·locar en un continuum des d’una perspectiva heterològica (sobre grups plurilingües, interdisciplinarietat i connectar de llengües) fins a una perspectiva monoglòsica (sobre l’estatus especial de certs idiomes). Dins aquest continuum hi ha tensions quant a ideologies, estructures escolars, i la conscienciació crítica de professors que tenen el potencial de portar-los a la co-construcció del saber i pedagogies centrades en l’estudiant.
Paraules clau
Paisatges lingüístics, Creences dels professors, Plurilingüisme, Translanguaging, HeteroglòssiaReferències
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Drets d'autor (c) 2024 Lisa Marie Brinkmannn
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