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Creencias de los profesores sobre la enseñanza del francés como lengua extranjera en una universidad china: una perspectiva multilingüe
While French is an important European language being taught in Chinese universities, not much is known about French language teachers’ beliefs about its teaching as a foreign language, particularly not from a multilingual perspective. Adopting a multiple-case design, this study examined 5 French language teachers’ beliefs about the French language and the learner. Analysing data collected via interviews, the study revealed that teachers’ beliefs reflected neither the linguistic landscape of the French language nor the learner’s existing level of multilingualism. However, the teachers’ monolingual ideology as reflected in their beliefs seemed to co-exist with beliefs that reflected their multilingual ideology; the cultural capital brought by learning French as a foreign language prevailed in teachers’ beliefs about the language with reference to the value of French learning in their students’ future international communication in a multilingual world, and the teachers also perceived their students as French learners with English learning experience that could lend support to their French learning.
FUNDING INFORMATION. This research was funded by “Research on the Innovation of Foreign Language Education in China” (grant number: 22JJD740011), a major project of the Key Research Institutes of Humanities and Social Sciences under the Ministry of Education, as well as supported by the Beijing Foreign Studies University “Double First-Class” Fund (project title: “Construction of Standards for Foreign Language Education and Foreign Language Talents Training in Higher Education”, project number: 2022SYLZD010).Si bien el francĂ©s es un idioma europeo importante que se enseña en las universidades chinas, no se sabe mucho sobre las creencias de los profesores de francĂ©s sobre su enseñanza como lengua extranjera, particularmente no desde una perspectiva multilingĂĽe. Adoptando un diseño de casos mĂşltiples, este estudio examinĂł las creencias de 5 profesores de francĂ©s sobre el idioma francĂ©s y el alumno. Al analizar los datos recopilados a travĂ©s de entrevistas, el estudio revelĂł que las creencias de los docentes no reflejaban ni el panorama lingĂĽĂstico de la lengua francesa ni el nivel actual de multilingĂĽismo del alumno. Sin embargo, la ideologĂa monolingĂĽe de los docentes, que se refleja en tales creencias, parecĂa coexistir con las creencias que reflejaban su ideologĂa multilingĂĽe: el capital cultural aportado por el aprendizaje del francĂ©s como lengua extranjera prevalecĂa en las creencias de los profesores sobre el idioma con referencia al valor del aprendizaje del francĂ©s en la futura comunicaciĂłn internacional de los estudiantes en un mundo multilingĂĽe; los profesores tambiĂ©n percibĂan a sus estudiantes como estudiantes de francĂ©s con experiencia en el aprendizaje del inglĂ©s que podrĂa ayudar al aprendizaje del francĂ©s
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