ABSTRACT

This article takes the plurilingual repertoires of foreign language teachers – and thus the teachers’ linguistic diversity – as a starting point for exploratory research into the potential of visual methods in teacher education for changing mind-sets. Describing and reflecting on the ubiquitous manifestation of a monolingual habitus in foreign language (teacher) education, we consider ways to offer linguistically responsive foreign language teacher education aiming at challenging that ethos. Reporting on a project based on the production of drawings, we present and compare the linguistic biographies of future French and Spanish teachers, using multimodal analysis. The analysis seeks to uncover whether target language (French and Spanish) and migrant background influence the visual representation of the plurilingual repertoire and of the process of becoming plurilingual. As no significant differences are observed, demonstrating the pervasiveness of the monolingual mind-set in foreign language learning and teacher education, I propose some ways forward in response to the identified language learning ideologies.

摘要

本文将外语教师的多语言曲目——以及教师的语言多样性——作为探索性研究的起点，探索视觉方法在教师教育中改变思维定势的潜力。描述和反思单语习性在外语（教师）教育中无处不在的表现，我们考虑了提供语言响应的外语教师教育的方法，旨在挑战这种精神。在报告一个基于图纸制作的项目时，我们使用多模态分析来呈现和比较未来法语和西班牙语教师的语言传记。该分析旨在揭示目标语言（法语和西班牙语）和移民背景是否会影响多语言曲目和成为多语言过程的视觉表现。由于没有观察到显着差异，这表明单语思维在外语学习和教师教育中普遍存在，因此我提出了一些应对已确定的语言学习意识形态的方法。