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

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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.
Original languageEnglish
Pages (from-to)148-161
JournalLanguage Learning Journal
Volume48
Issue number2
Early online date26 Sep 2017
DOIs
Publication statusPublished - 3 Mar 2020

Keywords

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

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