dc.contributor.author | Bier, Ada | |
dc.contributor.author | Lasagabaster Herrarte, David ![ORCID](/themes/Mirage2//images/orcid_16x16.png) | |
dc.date.accessioned | 2024-02-08T10:16:14Z | |
dc.date.available | 2024-02-08T10:16:14Z | |
dc.date.issued | 2023-10-20 | |
dc.identifier.citation | International Journal of Linguistics 15(5) : 66-87 (2023) | es_ES |
dc.identifier.issn | 1948-5425 | |
dc.identifier.uri | http://hdl.handle.net/10810/65222 | |
dc.description.abstract | This contribution focusses on teachers’ perspectives on ways of motivating students in multilingual education settings where a local minority language co-exists with a State majority language, English as a lingua franca and additional immigrant languages. The findings we will be reporting on are from a study that was carried out in the two regions of the Basque Autonomous Community in Spain and of Friuli Venezia Giulia in Italy. Semi-structured interviews were carried out with 42 primary and secondary school teachers from both contexts, and data were analysed by means of content analysis following Dörnyei’s (2001) and Henry et al.’s (2018) taxonomies. Motivational activities described by teachers were categorised based on the language/s in which they were carried out. Empirically supporting Dörnyei’s and Henry et al.’s proposals, findings show that activities with authentic and teacher-created materials are prevalent, whatever the language, while textbooks appear to be almost never used. Designing activities that involve the use of authentic materials requires that teachers possess solid pedagogical and linguistic skills, a circumstance which makes the development of language awareness skills a priority in teacher education and professional development courses. Based on such findings, implications for future research are discussed. | es_ES |
dc.description.sponsorship | This project has received funding from the European Union’s Horizon 2020 Research and Innovation Programme under the Marie Skłodowska-Curie Grant Agreement N. 101022752. This work is also part of the following project: Department of Education, University and Research of the Basque Government [grant number IT1426-22]. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Macrothink Institute | es_ES |
dc.relation | info:eu-repo/grantAgreement/EC/H2020/101022752 | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | motivation | es_ES |
dc.subject | motivational teaching practice | es_ES |
dc.subject | multilingual education | es_ES |
dc.subject | English | es_ES |
dc.subject | minority language | es_ES |
dc.subject | Basque | es_ES |
dc.subject | Friulian | es_ES |
dc.title | What Are the Best Practices to Foster Students’ Motivation in Multilingual Schools? The Teachers’ Perspective | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | (c) 2023 Ada Bier, David Lasagabaster. This work is licensed under a Creative Commons Attribution 4.0 International License. | * |
dc.relation.publisherversion | https://www.macrothink.org/journal/index.php/ijl/article/view/21293 | |
dc.identifier.doi | 10.5296/ijl.v15i5.21293 | |
dc.contributor.funder | European Commission | |
dc.departamentoes | Filología Inglesa y Alemana y Traducción e Interpretación | es_ES |
dc.departamentoeu | Ingeles eta Aleman Filologia eta Itzulpengintza eta Interpretazioa | es_ES |