小学教育中的教师翻译:教师的看法是否与实际实践相匹配?(小学教育中的跨语言、内容与外语综合学习:教师的认知与实际实践)

IF 1 4区 教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL Journal for the Study of Education and Development Pub Date : 2022-02-09 DOI:10.1080/02103702.2021.2009294
J. Serra, Sara Feijóo
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引用次数: 2

摘要

在外语教学中,学生的母语使用是一个普遍而有争议的问题,但很少受到重视。这可能与内容和语言综合学习(CLIL)的情况更为相关,因为在CLIL方法下,学生需要通过外语学习他们尚未掌握的内容。本文旨在通过一个案例研究,分析小学CLIL课堂中教师对译语的使用和认知。五名来自加泰罗尼亚的CLIL小学教师参与了研究。他们在同一班级的CLIL课程中教授同一学科的几堂课的录音,并完成了一份调查问卷。分析表明,所有的参与者都出于多种目的使用他们的母语。尽管个人看法不同,但总体而言,教师对使用翻译语言持积极态度。CLIL教师将受益于反思他们自己在翻译语言使用方面的实践,并从正式的指导中获益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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Teacher translanguaging in CLIL primary education: do teachers’ perceptions match their real practices? (Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (AICLE) en la educación primaria: percepciones y prácticas reales del profesorado)
ABSTRACT The use of the students’ first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers’ uses and perceptions of translanguaging in CLIL classrooms in a primary education context following a case study. Five CLIL primary education teachers from Catalonia participated in the study. They were voice-recorded for several sessions teaching a subject in CLIL with the same class and they also completed a questionnaire. The analysis showed that all the participants used their L1 for a number of purposes. Even though individual perceptions differed, in general, teachers were positive about using translanguaging. CLIL teachers would benefit both from reflecting on their own practices in terms of translanguaging uses and from formal instruction in the matter.
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来源期刊
CiteScore
2.30
自引率
12.50%
发文量
25
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