Eider Saragueta, Miren Jasone Cenoz Iragui, Durk Gorter
This ethnographic research study is based on a translanguaging intervention and focuseson multilingual students’ perception and practices related to the minority language. Thetheoretical approach adopted in order to accomplish this study is “Focus on Multilingualism”developed by Cenoz & Gorter (2011, 2014) and highlights the need to adopt a holistic approach inresearch and teaching of languages in the school context. The methodological approach is based onclassroom ethnography and data have been collected through observations, interviews andquestionnaires. The information gathered, in a group of primary students (fifth and sixth grade)from a public school of the BAC, has been categorized to analyze it in depth by Atlas.ti.Gradually the use of the minority language is increasing out of the schooling area; furthermorestudents’ are linguistically aware of the situation of the minority language, however preliminaryresults of the investigation suggest that there is a mismatch between the actual use thatmultilingual students make of the minority language and their beliefs about its use.
Ikerketa etnografiko hau translanguaging pedagogian eginiko esku-hartze batean oinarritzen da,azpimarra euskararen erabileran eta euskarari buruzko jarrera zein iritzietan eginaz. Ikerketagauzatzeko erabilitako planteamendu teorikoa “Focus on Multilingualism” izan da, Cenoz eta Gorter(2011, 2014) ikerlariek garatutakoa, zeinak ikerketan eta irakaskuntzan hizkuntzen ikuspegi holistikoahartzeko beharra azpimarratzen duen. Metodologia berriz, gela etnografian oinarritu da, datuakbehaketa, talde eztabaida eta galdetegien bidez jasoaz. Informazioa EAEko ikastetxe publiko batekoL.Hko 5. eta 6. mailako ikasleen artean bildu da eta Atlas.ti bidez aztertu. Eskola kokatzen den herrianeuskararen erabilera apurka gora doa eta ikerketako lehen zantzuen arabera ikasleak euskararenegoeraz jabe dira, hala ere desoreka nabari da ikasleen euskararen erabileraren eta honen ingurukojarreren artean.
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