English as a foreign language teacher beliefs about reflective and interlinguistic grammar instruction regarding didactic multilingual grammar sequences
DOI:
https://doi.org/10.47553/rifop.v99i38.3.110014Abstract
Reflective language teaching in multilingual contexts is a demand of the Spanish educational system that schools have to address. Teachers thus need didactic intervention devices that enable them to implement grammar instruction that promotes students’ metalinguistic awareness and language transfer across curricular languages in Primary and Secondary education classrooms in the country. Didactic multilingual grammar sequences of the Egramint project (EDGS) have attempted to meet this need, and therefore facilitate the kind of linguistic education that our educational system requires. Based on the implementation of three of these sequences in the English as a foreign language (EFL) classroom, this study examines the beliefs of 9 Primary and Secondary school teachers about grammar learning and instruction, metalinguistic awareness, and an integrated approach to languages for plurilingual education in in-depth semi-structured interviews. Teacher beliefs were analysed qualitatively following content analysis (Krippendorff, 2004). Results indicate that their beliefs about the EDGS were organised into positive and negative implementation-oriented and design-based beliefs, which revealed tensions between beliefs themselves, and beliefs and practices along with monolingual and plurilingual ideologies. The study points at the need of teacher education in reflective and interlinguistic language teaching that includes practices for teacher belief exploration.
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