Experts’ views on the contribution of language awareness and translanguaging for minority language education

Irina Makarova, Joana Duarte*, Marcela Huilcán Herrera

*Bijbehorende auteur voor dit werk

    OnderzoeksoutputAcademicpeer review

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    Increasing migration-induced language diversity is putting pressure on
    the teaching of regional and minority languages in official bi- or multilingual
    regions. This study presents an in-depth analysis of teachers’
    and teacher trainers’ beliefs and views towards language awareness
    and translanguaging approaches as possible ways to enhance pupils’
    language attitudes and motivation to learn a minority language, such
    as Frisian in the Netherlands. The study applies a qualitative design,
    based on the analysis of interviews with eight teachers and three
    teacher trainers, representing experts in their field. Through a thematic
    analysis, we provided an overview of the most salient themes within
    the data. Interviews revealed that teachers held positive beliefs about
    the value of language awareness and translanguaging approaches for
    minority language teaching. However, when it came to actual teaching
    practices, they favoured immersion-based approaches in order to
    enhance exposure to the minority language. This study offers a contribution
    to the field of language teaching in minority areas by arguing
    for teacher professionalisation to empower teachers in applying language
    awareness and translanguaging approaches without feeling
    anxious about causing language attrition of minority languages.
    Originele taal-2English
    TijdschriftLanguage Awareness
    StatusE-pub ahead of print - 12-aug-2021

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