La construcción de la identidad y la toma de conciencia sobre el multilingüismo de los docentes en formación: revisión de tres estudios

[EN] This article re-visits three studies that originally focused on beliefs about second language (L2) learning and teaching held by student teachers. The studies have been conducted in the same educational context (that is, at a Finnish university). The participants in the studies are majors or minors in English, Swedish, German, etc., and they range from first-year students to fifth-year students about to graduate as qualified L2 teachers. Data have been collected by a variety of means over the past few years (questionnaires, sentence-completion tasks, drawings), and partly longitudinally. The pools of data (verbal and visual) will be re-analysed from the perspective of identity construction and awareness of aspects of multilingualism and findings critically re-evaluated.[ES] Este artículo revisa tres estudios que originalmente se centraron en las creencias que tienen los futuros docentes sobre el aprendizaje y la enseñanza de una segunda lengua (L2). Los estudios se han realizado en el mismo contexto educativo (es decir, en una universidad finlandesa). Los participantes en los estudios son estudiantes de programas de especialización, o de optatividad, en inglés, sueco, alemán, etc., y van desde estudiantes de primero hasta estudiantes de quinto año, a punto de graduarse como profesores de L2 cualificados. Los datos se han recopilado en los últimos años, utilizando diversos instrumentos (cuestionarios, tareas para completar frases, dibujos) y, en parte, de manera longitudinal. Los datos (verbales y visuales) se volverán a analizar desde la perspectiva de la construcción de la identidad y de la toma de conciencia en relación con aspectos del multilingüismo, y los resultados se reevaluarán de manera crítica.Kalaja, P. (2019). Student teachers and their identity construction and awareness of multilingualism: re-visiting three studies. Lenguaje y Textos. (49):67-84. https://doi.org/10.4995/lyt.2019.11470SWORD678449BARKHUIZEN, G. 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Retrieved February 1, 2019, https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=0900001680459f97COUNCIL OF EUROPE (2007). From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe. Strasbourg. Retrieved February 1, 2019, from https://rm.coe.int/16802fc1c4DUFF, P. A. (2007). Case study research in Applied Linguistics. New York: Lawrence Erlbaum.DÖRNYEI, Z., and KUBANYIOVA, M. (2014). Motivating learners, motivating teachers: Building visions in the classroom. Cambridge: Cambridge University Press.EDLEY, N. (2009). Analysing masculinity: Interpretative repertoires, ideological dilemmas and subject positions. In M. Wetherell, S. Taylor, & S. Yates (Eds.), Discourse as data: A guide for analysis (pp. 189-228). London: Sage.FINNISH NATIONAL BOARD OF EDUCATION (2003). Lukion opetussuunnitelman perusteet 2003. [National core curriculum for upper secondary schools 2003]. Helsinki. Retrieved February 1, 2019, from https://www.oph.fi/download/47345_lukion_opetussuunnitelman_perusteet_2003.pdfFINNISH NATIONAL BOARD OF EDUCATION (2004). Perusopetuksen opetussuunnitelman perusteet 2004. [National core curriculum for basic education 2004]. Helsinki. Retrieved February 1, 2019, from https://www.oph.fi/download/139848_pops_web.pdfFINNISH NATIONAL BOARD OF EDUCATION (2014). Perusopetuksen opetussuunnitelman perusteet 2014. [National core curriculum for basic education 2014]. Helsinki. Retrieved February 1, 2019, from http://www.oph.fi/download/163777_perusopetuksen_opetussuunnitelman_perusteet_2014.pdfFINNISH NATIONAL BOARD OF EDUCATION (2015). Lukion opetussuunnitelman perusteet 2015. [National core curriculum for upper secondary schools 2015]. Helsinki. Retrieved February 1, 2019, from http://www.oph.fi/download/172124_lukion_opetussuunnitelman_perusteet_2015.pdfGARCIA, O., and WEI, L. (2013). Translanguaging. Language, bilingualism and education. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137385765_4KALAJA, P. (2016a). Student teachers' beliefs about L2 and L2 discursively constructed: A longitudinal study of interpretative repertoires. In P. Kalaja, A. M. F. Barcelos, M. Aro, & M. Ruohotie-Lyhty (Eds.), Beliefs, agency and identity in foreign language learning and teaching (pp. 97-123). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137425959_6KALAJA, P. (2016b). 'Dreaming is believing': The teaching of foreign languages as envisioned by student teachers. In P. Kalaja, A. M. F. Barcelos, M. Aro, & M. Ruohotie-Lyhty (Eds.), Beliefs, agency and identity in foreign language learning and teaching (pp. 124-146). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137425959_7KALAJA, P., and MÄNTYLÄ, K. (2018). 'The English class of my dreams': Envisioning teaching a foreign language. In S. Mercer, & A. Kostoulas (Eds.), Language teacher psychology (pp. 34-70). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783099467-007KALAJA, P., ALANEN, R., and DUFVA, H. (2013). Experimenting with visual narratives. In G. Barkhuizen (Ed.), Narratives in applied linguistics (pp. 105-131). Cambridge: Cambridge University Press.KALAJA, P., ALANEN, R., and DUFVA, H. (2018). ELT in Finland. In J. I. Liontas, & M. DelliCarpini (Eds.), TESOL Encyclopedia of English language teaching. Hoboken: Wiley-Blackwell. Retrieved February 1, 2019, from https://doi.org/10.1002/9781118784235.eelt0930KRAMSCH, C. (2009). The multilingual subject. What foreign language learners say about their experience and why it matters. Oxford. Oxford University Press.LANTOLF, J. P., and THORNE, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press. https://doi.org/10.1017/S0272263106060037MÄNTYLÄ, K., and KALAJA, P. (2019). 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Laadullinen tutkimus ja sisällöllinen analyysi [Qualitative RESEARCH AND CONTENT ANALYSIS] (5th revised edition). Helsinki: Tammi

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Advanced EFL learners' beliefs about language learning and teaching: a comparison between grammar, pronunciation, and vocabulary

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This article is about holding beliefs about (or assigning subjective meanings to) two languages, L1 (Finnish) and L2 (English). The study was carried out as part of a larger project, and it is discursive in its starting points and longitudinal in its research design. A group of university students, English majors or minors, were asked to do sentence completion tasks twice, while they were studying on a five-year MA degree programme: at the beginning of their studies and just before or after graduation. Overall, the students resorted to a total of four interpretative repertoires in comparing and contrasting the two languages: 1) Affection, 2) Aesthetics, 3) Vitality, and 4) Challenge repertoires, and some dilemmas (or controversies) especially within Repertoires 3 and 4 were resolved over a period of four or five years

Englanti on ”tapa matkustaa. Suomi on lähtöasema tai määränpää”: kielikäsityksistä diskursiivisesti ja pitkittäisesti

This article is about holding beliefs about (or assigning subjective meanings to) two languages, L1 (Finnish) and L2 (English). The study was carried out as part of a larger project, and it is discursive in its starting points and longitudinal in its research design. A group of university students, English majors or minors, were asked to do sentence completion tasks twice, while they were studying on a five-year MA degree programme: at the beginning of their studies and just before or after graduation. Overall, the students resorted to a total of four interpretative repertoires in comparing and contrasting the two languages: 1) Affection, 2) Aesthetics, 3) Vitality, and 4) Challenge repertoires, and some dilemmas (or controversies) especially within Repertoires 3 and 4 were resolved over a period of four or five years.peerReviewe