Current challenges for bilingual teacher education – the multilingual classroom

Astruc, Lluïsa and García, M. Paz Marín (2024). Current challenges for bilingual teacher education – the multilingual classroom. In: Ramírez-Verdugo, M. Dolores ed. Transnational Approaches to Bilingual and Second Language Teacher Education. New York: Routledge, pp. 137–158.

DOI: https://doi.org/10.4324/9781003348580-11

Abstract

In this chapter, we examine the perceptions of future schoolteachers studying at a Valencian university about their experience of learning English in a trilingual context (English-Spanish-Valencian) and the challenges faced by practitioners in this context. Participants are two cohorts of primary and pre-primary education students at a Valencian university. Of these, 89 participants returned a Likert-scale questionnaire on learner beliefs adapted from Sakui and Gaies. The quantitative data obtained with the questionnaire has been triangulated and validated with rich qualitative data elicited in guided interviews with four participants. Results show that half of our participants are not satisfied with the English education they received before their university studies. This may also color their perceptions of the challenges they will be facing in entering the profession.

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