Pregled bibliografske jedinice broj: 1057174
Am I bilingual? Factors affecting Croatian pre- service and in-service teachers' self-assessment of bilingualism
Am I bilingual? Factors affecting Croatian pre- service and in-service teachers' self-assessment of bilingualism // Language and its Effects Proceedings from the 31st International Conference of the Croatian Applied Linguistics Society / Brala-Vukanović, Marija ; Memišević, Anita (ur.).
Rijeka: Peter Lang ; Hrvatsko društvo za primijenjenu lingvistiku (HDPL), 2019. str. 13-28 doi:10.3726/b15554
CROSBI ID: 1057174 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Am I bilingual? Factors affecting Croatian pre-
service and in-service teachers' self-assessment
of bilingualism
Autori
Smiljanić, Siniša ; Bratulić, Ana
Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni
Knjiga
Language and its Effects Proceedings from the 31st International Conference of the Croatian Applied Linguistics Society
Urednik/ci
Brala-Vukanović, Marija ; Memišević, Anita
Izdavač
Peter Lang ; Hrvatsko društvo za primijenjenu lingvistiku (HDPL)
Grad
Rijeka
Godina
2019
Raspon stranica
13-28
ISBN
978-3-631-78802-8
Ključne riječi
bilingualism, Croatian pre-service and in-service teachers, self-assessment
Sažetak
In recent times bilingualism has been recognised as a widespread phenomenon with farreaching economic and educational consequences. Because of that a lot of effort has been dedicated to its description along different social, linguistic and cognitive dimensions. However, although its importance has been emphasized, one aspect of bilingualism has often been left out from abovementioned considerations – namely how bilinguals themselves perceive their linguistic status. This paper hopes to contribute to this line of research by exploring whether Croatian pre-service and in- service teachers consider themselves to be bilingual and how their perceptions are related to different factors such as gender, age, professional status, age and context of second language (L2) acquisition, L2 proficiency and L2 use. The sample comprised teaching track graduate students from the Faculty of Teacher Education in Rijeka and the Faculty of Humanities and Social Sciences in Rijeka (n = 110) and in-service class teachers and teachers of Croatian from three Croatian counties (n = 86). Their biodata, self- assessment of bilingualism and language histories were collected with a specifically designed questionnaire and analysed quantitatively. The analysis has shown that most participants consider themselves to be bilingual and that their self'-assessment of bilingualism is related to their professional status, self- perceived L2 proficiency, and L2 use. The results are discussed in the context of previous research findings and current education policies and professional training programmes for teachers in Croatia.
Izvorni jezik
Engleski
