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Διαγλωσσικότητα και διδασκαλία της αγγλικής γλώσσας στην Ελλάδα

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Translanguaging in the Greek EFL Classroom: Existing Attitudes and Current Practices of Teachers
Διαγλωσσικότητα και διδασκαλία της αγγλικής γλώσσας στην Ελλάδα
Δημήτρουλα, Θεοδώρα
Σηφάκης, Νίκος
Σταθοπούλου, Μαρία
Διπλωματική Εργασία / Thesis
2107-09-23
2017-10-09T09:37:51Z
The present study aims to examine existing attitudes and practices of translanguaging in the EFL classroom. 53 Greek EFL teachers from both private and state sector, as well as private tutors and university students, responded to an online survey that collected information regarding their familiarity with translanguaging practices and the frequency with which they feel they occur in their classrooms. The investigator used a survey to collect quantitative and qualitative data using Likert-scale and open ended questions. The analysis of the data aimed to provide a more holistic view of the attitudes of the participating teachers towards translanguaging and offer a description of their current translanguaging practices in their classrooms. Findings indicated a more or less positive attitude of the participants regarding translanguaging. The majority of the educators believed that it is of great importance to implement such practices in the classroom, without verifying whether they actually implement them successfully. The research ends by offering suggestions for foreign language teachers to renew their knowledge on language learning as well as develop translanguaging practices in order to facilitate more creative pedagogy in foreign language education.
Περιέχει πίνακες και pie charts
Η παρούσα έρευνα στοχεύει στη διερεύνηση των απόψεων και των πρακτικών Διαγλωσσικότητας από καθηγητές του Δημόσιου και του ιδωτικού Τομέα στην εκμάθηση της αγγλικής γλώσσας.
monolingual bias
Διαγλωσσικότητα
Greek EFL classroom
Translanguaging
translanguaging practices
use of L1
English
Ελληνικό Ανοικτό Πανεπιστήμιο / Hellenic Open University
Hellenic Open University
Institutional Repository of the Hellenic Open University - APOTHESIS



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