Session Information
Contribution
The paper presents results of a case study with French as foreign language teacher students at university.Foreign language education should play an essential role in the development of social and individual plurilinguism - plurilinguism seen both as prerequisite and objective of foreign language learning. A question in teacher education is e. g. how it can be guaranteed that all future teachers get to know the relevance of plurilinguism and acquire competences in dealing with this.Professional competences and identity are seen as something not only based upon the right knowledge, but as a problem of biographical development. Yet this 'biographical sense base' of professional competence often does its work without being reflected in an active and productive way - it often works in a way it shouldn't. One aim of teacher education concepts, and similarly a part of the portfolio idea, is to acquire competences by reflecting upon one's own biography and learning processes. This may also be relevant for competences in dealing with plurilinguism, given that we don't only focus on the biographical prerequisites of other people (learners, pupils, students) when talking about plurilinguism. For teachers, biographical self-reflection may become a basic element for understanding pluralism and dealing with this and so a criterion of professionality. But before this can be used as a general instrument, it is yet not clearly understood to what in this field reflection should refer exactly. Also, it is not known yet, to which degree the students identify experiences as learning experiences at all and bring them into a professional perspective.So in this paper, it is asked if plurilinguism is perceived and interpreted at all, and how they do this. Further questions:How do future foreign language teachers reflect upon their own biography and learning?How does plurilingualism affect biography and language learning?How, in this field, can the development of professional identity and competence be described?:The case study is based upon Narrative Interviews with teachers students (sample of about 15). As the outcomes about professional developmental tasks should not be group-specific (e.g. only 'migrants', 'monolinguals' etc.) but as general as possible, the students chosen have different language biographies. In the first part the interviewees are asked to tell their life story as an open narrative. The second part consists of questions related to this narrative and afterwards more focussed questions (e. g. biographical comment, subjective theories, perspectives).The data analysis first examines the narrative structures in order to reconstruct a biographical language learning habitus. This is compared to particular experiences, theories and professional perspectives expressed along the interview. On the one hand, there are e. g. language or language learning experiences where aspects like difference, heterogeneity, individuality or participation take an essential role (e.g. having been asked about one's linguistic individuality by a teacher). On the other, there is the form of presentation of such experiences within the narrative (as situation of having been asked by the interviewer).Conclusions or expected outcomes or findingsThe main result should be to contribute to the description of competences and requirements in dealing with plurilinguism as a part of teachers' professionality, and to the aswer of the question what can be done for the acquirement of these competences. One important objective is not only to remain on a general pedagogical level but, as teachers are professionals for specific domains, to focus on the foreign language relevance of these competences or tasks. While the main interest - based on the didactic research interest - is to describe the student teachers' sense makings, interpretations and solutions of the professional requirements in a systematic way, the objective is also to identify critical moments within these processes and as consequence, in the construction of general types of professional developmental tasks.Adamzik, Kirsten/ Roos, Eva (éd.) (2002) : Biographies langagières. Bulletin suisse de linguistique appliquée, hiver 2002 Carton, F./ Riley, P. (ed.) (2003): Vers une compétence plurilingue. Paris.Council of Europe (ed.) (2003): Facing the future : Language educators across Europe. Strasbourg.European Network of Intercultural Teacher Training (ed.) (1998): Skills and abilities required for teaching in multilingual schools. Münster.Gogolin, I. (2006): Linguistic Habitus. Encyclopedia of Language and Linguistics. Oxford, 194-196.Hericks et al. (ed.): Bildungsgangdidaktik. Perspektiven für Fachunterricht und Lehrerbildung. Opladen: Leske + Budrich.Hericks, U. (2006): Professionalisierung als Entwicklungsaufgabe. Rekonstruktionen zur Berufseingangsphase von Lehrerinnen und Lehrern. Wiesbaden.Hu, Adelheid: (2006): Mehrsprachigkeit und Interkulturalität in autobiographischer Perspektive: Ein Beitrag zur Verfeinerung gängiger Konzepte interkulturellen Lernens. In: Gnutzmann/ Königs (Hg.): Sprachdidaktik interkulturell (FLuL 36).Kramsch, Claire (2003): The multilingual subject. In: De Florio-Hansen/ Hu (Hg.): Plurilingualität und Identität. Zur Selbst- und Fremdwahrnehmung mehrsprachiger Menschen. Tübingen, 107-124.Meyer, M. A. (2005): Die Bildungsgangforschung als Rahmen für die Weiterentwicklung der allgemeinen Didaktik. In: Schenk (Hg.) (2005): Bausteine einer Bildungsgangtheorie, 17-46.Additional InformationIs your proposal part of a master or doctoral thesis? Yes Is your paper intended for publication? Yes Journal for Foreign Language Research (ZFF), organ of the German Association for Foreign Language Research (DGFF
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.