Cómo define la alfabetización el profesorado de primaria de inglésun estudio empírico
- Fernández-Fernández, Raquel 1
- Arteaga-Martínez, Blanca 2
- Florian, Nathan 3
-
1
Universidad de Alcalá
info
-
2
Universidad Nacional de Educación a Distancia
info
- 3 Centro Universitario Cardenal Cisneros
ISSN: 1697-7467
Year of publication: 2022
Issue: 38
Type: Article
More publications in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras
Abstract
Literacy development is at the core of how we interact with the world around us. However, this concept is not static and changes over time, adapting itself to different circumstances and needs. In the present study, a group of EFL teachers (n=104) is required to define 'literacy'. Their definitions are then analysed to determine their accuracy to those found in present specialised literature in the area. Results show that the notions provided by participants still contain traditional features, and thus, highlight the importance of including the conceptualisation of literacy as a crucial component in in-service training programmes.
Bibliographic References
- Aguirre, J., & Speer, N. M. (2000). Examining the relationship between beliefs and goals in teacher practice. Journal of Mathematical Behaviour, 18(3), 327-356. https://doi.org/10.1016/S0732-3123(99)00034-6
- Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum.
- Borg, S. (2009). Language teacher cognition. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 163–171). Cambridge University Press.
- Carter, E. (2000). New approaches to literacy learning. A guide for teacher educators. UNESCO.
- Commission of the European Communities (1995). White paper on education and training.
- Teaching and learning. Towards the learning society. Publications office of the European
- Union. https://op.europa.eu/en/publication-detail/-/publication/d0a8aa7a-5311-4eee-904c-98fa541108d8/language-en
- Cope, B., & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), A pedagogy of multiliteracies. Learning by design (pp. 1-36). Macmillan UK.
- Council of the European Union (2018). Council recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance). (2018/C 189/01). Official journal of the European Union, C189/1-1-13. https://eur-lex.europea.eu
- Fernández-Fernández, R., & Halbach, A. (2011). Analysing the situation of teachers in the Madrid bilingual project after four years of implementation. In Y. Ruiz de Zarobe, J.M. Sierra &
- F. Gallardo del Puerto. Content and foreign language integrated learning. Contributions to multilingualism in European contexts (pp. 241-270). Lang.
- Fernández-Fernández, R. (2020). Factors influencing primary teachers’ conceptualisations of literacy. In M.E. Gómez Gómez-Parra & C.A. Huertas Abril (Eds.), Handbook of research on bilingual and intercultural education (pp. 21-43). IGI Global.
- Fernández-Fernández, R., & Halbach, A. (2007). Biliteracy in spanish primary schools: A clash of cultures? In D. Elsner, L. Küster & B. Viebrock (Eds.), Fremsprachenkompetezen für ein wachsendes Europa. Das letiziel ‘Multiliteralität’ (pp. 231-240). Peter Lang.
- Fernández-Fernández, R., Pena Díaz, A., García Gómez, A., & Halbach, A. (2005). La implantación de proyectos educativos bilingües en la Comunidad de Madrid: las expectativas del profesorado antes de iniciar el proyecto. Porta Linguarum, 3, 161-173. https://doi.org/10.30827/digibug.29128
- Gee, J.P. (2004). Oralidad y literacidad: de El pensamiento salvaje a Ways with Words. In V. Zavala, M. Niño-Murcia & P. Ames (Eds.), Escritura y sociedad. Nuevas perspectivas teóricas y etnográficas (pp. 23-55). Red para el desarrollo de las Ciencias Sociales en el Perú.
- Golpour,F., Ahour, T., & Ahangari, S. (2019). Iranian EFL teachers’ beliefs and practices reagarding writing activities and class organisation. Cogent Education, 6: 165181. https://doi.org/10.1080/2331186X.2019.165181
- Halbach, A. (2018). A literacy approach to language teaching: a proposal for FL teaching in CLIL contexts. Pulso, 41, 205-223.
- Korthagen, F.A.J. (2001). Linking practice and theory. The pedagogy of realistic teacher education. LEA.
- Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102-128.
- Landis, J.R., & Koch, G.G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174.
- Lorenzo, F. (2016). Competencia en comunicación lingüística: claves para el avance de la comprensión lectora en las pruebas PISA. Revista de Educación, 374,142-160. https://doi.org/10.4438/1988-592X-RE-2016-374-329
- Lortie, D. (1975). Schoolteacher. A sociological study. University of Chicago Press.
- McMillan, J.H., & Schumacher, S. (2005). Investigación educativa (5th ed.). Pearson educación.
- Medwell, J., Wray, D., Poulson, L., & Fox, R. (1998). Effective teachers of literacy. Teacher Training Agency.
- Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70. https://doi.org/10.1598/RRQ.39.1.4
- Montes, M.E., & López, G. (2017). Literacidad y alfabetización disciplinar: enfoques teóricos y propuestas pedagógicas. Perfiles Educativos, 39(155), 162-178. https://doi.org/10.22201/iisue.24486167e.2017.155.58062
- Murnane, R., Sawhill, I., & Snow, C. (2012). Literacy challenges for the twenty-first century: introducing the issue. The future of children, 22(2), 3-15. https://doi.org/10.1353/foc.2012.0013
- North, B. & Piccardo, E. (2016). Common European framework of reference for languages: Learning, teaching, assessment. Developing illustrative descriptors of aspects of mediation for the CEFR. Council of Europe.
- OECD (2005). Education at a glance 2005: OECD indicators. OECD Publishing. https://doi.org/10.1787/eag-2005-en OECD (2018). OECD Report PISA Programme. OECD Publishing.
- Ofsted Report (2012). From training to teaching early language and literacy. The effectiveness of training to teach language and literacy in primary schools. Ofsted. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/413204/From_training_to_teaching_early_language_and_literacy.pdf
- Order ECI/3857 (2007). 27th December, which establishes the requirements to the validation of official university degrees which enable to access the primary education teaching profession. BOE Boletín Oficial del Estado, 312, 29th December, 53747-53750.
- Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Journal of Educational Research, 62(3), 307-332. https://doi.org/10.3102%2F00346543062003307
- Pena-Díaz, C., & Porto-Requejo, M. (2008). Teacher beliefs in a CLIL education project. Porta Linguarum, 10, 151-161. https://doi.org/10.30827/digibug.31786
- Pérez-Cañado, M. L. (2014). Teacher training needs for bilingual education: in-service teacher perceptions. International Journal of Bilingual Education and Bilingualism, 19(3), 266-295. http://dx.doi.org/10.1080/13670050.2014.980778
- Poulson, L., Avramidis, E., Fox, R., Medwell, J., & Wray, D. (2001). The theoretical beliefs of effective teachers of literacy in primary schools: An exploratory study of orientations to reading and writing. Research Papers in Education, 16(3), 271-292. https://doi.org/10.1080/02671520126827
- Pourhosein, A. (2012). A match or mismatch between learning styles of the learners and teaching styles of the teachers. IJ Modern Education and Computer Science, 11, 51-60. https://doi.org/10.5815/ijmecs.2012.11.05
- Pozo, J.I, Scheuer, N., Pérez, M., Mateos, M., Martín, E., & de la Cruz, M. (2006). Nuevas formas de pensar la enseñanza y el aprendizaje. Las concepciones de profesores y alumnos. Grao.
- Pringle, R. M. (2006). Pre-service teachers’ exploration of children’s alternative conceptions: Cornerstone for planning to teaching science. Journal of Science Teacher Education, 17(3), 291-307. https://doi.org/10.1007/s10972-006-9017-4
- Rubio-Mostacero, M.D. (2009). Language teacher training for non-language teachers: meeting the needs of Andalusian teachers for school plurilingualism projects. Design of a targeted training course. Universidad de Jaén.
- Street, B. V. (2014). Social literacies: Critical approaches to literacy in development, ethnography and education. Routledge.
- UNESCO (2004). The Plurality of literacy and its implications for policies and programmes. UNESCO.
- United Nations (2002). United Nations literacy decade: #education for all: resolution adopted by the General Assembly. https://digitallibrary.un.org/record/454946
- United Nations (2015). Sustainable development goals 2030. https://www.un.org/sustainabledevelopment/education/
- Vallejo, I. (2020). El infinito en un junco. Siruela.
- Winch, G., Johnson, R.R., March, P., Ljungdahl, L., & Holliday, M. (2001). Literacy. reading, writing and children’s literature (3rd ed.). OUP.