Creencias del futuro profesorado: multilingüismo y la enseñanza de lenguas

Mikel Gartziarena; Jon Altuna

doi:10.5944/educxx1.30022

Authors

Mikel Gartziarena Universidad del País Vasco (UPV/EHU), Spain http://orcid.org/0000-0002-0614-6129
Jon Altuna Universidad del País Vasco (UPV/EHU), Spain http://orcid.org/0000-0002-1847-8083

DOI:

https://doi.org/10.5944/educxx1.30022

Keywords:

pre-service teachers, beliefs, multilingualism, methodologies, multilingual approach

Abstract

In recent decades, the pillars of the multilingual school have been established in the European Union, embodying in countless innovative and pioneering proposals worldwide in the recovery and transmission of minority languages. In this sense, the curricular design in the Basque Country and Navarre orbits around three languages: Basque, Spanish and English. The proposal of this study consists of; on the one hand, exploring and describing pre-service teachers’ (students taking childhood and primary education degrees) beliefs on multilingualism and modern methodologies to draw the most remarkable characteristics. On the other, measuring the influence of two variables in the development of such beliefs: one, the practicum and, two, the academic year. To do this, a quantitative approach is applied and an online questionnaire is used to gather the beliefs of 564 undergraduates in four universities. Descriptive and variance analysis (ANOVA) were conducted to explore and compare the differences between groups and measure their significance. Findings show that pre-service teachers’ hold an updated system of language teaching beliefs rooted in current theories of thought about multilingualism. Specifically, pre-service teachers’ beliefs appear to be closely related to the characteristics of communicative methodologies that favor the oral aspect of languages and comprehension over correctness of the language. In addition, pre-service teachers’ practicum and the academic year prove to be significant variables to shape their beliefs toward more modern language teaching approaches aligned with current theories about multilingualism. On this basis, creating and implementing specific courses about applying multilingual approaches to language teaching in both degrees may foster further significant language learning to teachers’ future generations.

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