Teaching linguistics to low-level English language users in a teacher education programme: an action research study

Research output: Contribution to journalArticle

Abstract

The aim of this study is to investigate the outcomes of teacher educator-initiated action research (AR) process at a teacher education institution in southern Argentina. This process was triggered by a challenge which emerged in the 2016 academic year: how to teach a linguistics module through English to low-level English language users in the first year of a programme designed for teaching English as a foreign language at primary and secondary schools in Argentina. Such a situation became a pedagogical opportunity to engage in AR with a group of studentteachers during a whole academic year. Framed in qualitative research, data collection included journals, teaching and learning artefacts, and interviews. Results show that the integration of content and language learning helped student-teachers develop their language proficiency and strengthen their awareness as language users and future teachers.
LanguageEnglish
Number of pages34
JournalLanguage Learning Journal
Early online date26 Sep 2017
DOIs
Publication statusE-pub ahead of print - 26 Sep 2017

Fingerprint

action research
English language
linguistics
Argentina
Teaching
teacher
language
education
research process
foreign language
learning
student teacher
qualitative research
primary school
artifact
secondary school
educator
interview
Teacher Education
Education Program

Keywords

  • English teaching
  • linguistics
  • English language education
  • action research
  • teacher education
  • Content and Language Integrated Learning
  • CLIL

Cite this

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title = "Teaching linguistics to low-level English language users in a teacher education programme: an action research study",
abstract = "The aim of this study is to investigate the outcomes of teacher educator-initiated action research (AR) process at a teacher education institution in southern Argentina. This process was triggered by a challenge which emerged in the 2016 academic year: how to teach a linguistics module through English to low-level English language users in the first year of a programme designed for teaching English as a foreign language at primary and secondary schools in Argentina. Such a situation became a pedagogical opportunity to engage in AR with a group of studentteachers during a whole academic year. Framed in qualitative research, data collection included journals, teaching and learning artefacts, and interviews. Results show that the integration of content and language learning helped student-teachers develop their language proficiency and strengthen their awareness as language users and future teachers.",
keywords = "English teaching, linguistics, English language education, action research, teacher education, Content and Language Integrated Learning, CLIL",
author = "Banegas, {Dar{\'i}o Luis}",
year = "2017",
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language = "English",
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issn = "0957-1736",

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AB - The aim of this study is to investigate the outcomes of teacher educator-initiated action research (AR) process at a teacher education institution in southern Argentina. This process was triggered by a challenge which emerged in the 2016 academic year: how to teach a linguistics module through English to low-level English language users in the first year of a programme designed for teaching English as a foreign language at primary and secondary schools in Argentina. Such a situation became a pedagogical opportunity to engage in AR with a group of studentteachers during a whole academic year. Framed in qualitative research, data collection included journals, teaching and learning artefacts, and interviews. Results show that the integration of content and language learning helped student-teachers develop their language proficiency and strengthen their awareness as language users and future teachers.

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