ABSTRACT

The beliefs of pre-service teachers in initial teacher education (ITE) in Catalonia about plurilingualism and teaching in diverse classrooms are analysed and tensions in their discourse are observed. Following the analysis of discourse in interaction (e.g. Heller [2005]. Discourse and interaction. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.), The handbook of discourse analysis (pp. 250–264). Blackwell Publishers Ltd), we analyse data from an individual reflection task and subsequent focus group discussion in which pre-service teachers discuss their ideas about linguistically sensitive teaching. Our findings suggest that pre-service teachers have very positive ideas regarding being plurilingual speakers. However, when positioning themselves as teachers, the feelings they express about linguistic diversity in schools become negative. These ideas are linked to ideological constructions that circulate, for example, in European institutional discourses about multi/plurilingualism and in neoliberal conceptions of languages and learning. We suggest that more spaces for discussion and reflection are needed in ITE in order to promote linguistically sensitive teaching among future practitioners.

摘要

分析了加泰罗尼亚初级教师教育 (ITE) 的职前教师对多语制和不同课堂教学的信念，并观察了他们话语中的紧张局势。遵循交互中的话语分析（例如 Heller [2005]。话语和交互。在 D. Schiffrin、D. Tannen 和 HE Hamilton（编辑），话语分析手册）（第 250-264 页）。Blackwell Publishers Ltd)，我们分析来自个人反思任务和随后的焦点小组讨论的数据，在这些讨论中，职前教师讨论他们对语言敏感教学的想法。我们的研究结果表明，职前教师对成为多语者有非常积极的看法。然而，当将自己定位为教师时，他们表达的对学校语言多样性的感受就变得消极了。这些思想与意识形态结构有关，例如，在欧洲关于多语/多语制的制度论述以及语言和学习的新自由主义概念中流传。我们建议 ITE 需要更多的讨论和反思空间，以促进未来从业者对语言敏感的教学。