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DC Field	Value
dc.identifier	ECF_article_2093
dc.title	« Schüler werden dadurch motiviert, dass sie eigentlich mehr wissen als ihnen bewusst ist ». Intercomprehension as Seen by Future Language Teachers in Germany
dc.contributor.author	Araújo e Sá Maria Helena
dc.contributor.author	Melo Pfeifer Silvia Maria
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Research Article
dc.language.iso	fr
dc.identifier.uri	http://edizionicafoscari.it/en/edizioni4/riviste/elle/2019/1num-monogr/schuler-werden-dadurch-motiviert-dass-sie-eigentli/
dc.description.abstract	Following our previous studies in the field of student teachers’ representations about the four pluralistic approaches, we shall focus, in this contribution, on this target audience’s representations about one particular approach: intercomprehension. We will analyse student teachers’ perceptions concerning the advantages and the possibilities of integrating intercomprehension in the school curriculum. We will therefore analyse the educational, social and affective, pedagogical and organizstional and learning arguments student teachers put forward to justify their perceptions. This study aims at contributing to the planning and implementation of specific training initiatives in the field of intercomprehension didactics for language student teachers.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 8 \| Issue 1 \| March 2019
dc.issued	2019-12-16
dc.dateAccepted	2019-06-09
dc.dateSubmitted	2019-02-12
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.30687/ELLE/2280-6792/2019/01/005
dc.peer-review	yes
dc.subject	Initial teacher education
dc.subject	Initial teacher education
dc.subject	Intercomprehension
dc.subject	Intercomprehension
dc.subject	Pluralistic approaches
dc.subject	Pluralistic approaches
dc.subject	Plurilingual language education
dc.subject	Plurilingual language education
dc.subject	Social representations
dc.subject	Social representations

Research Article
open access peer reviewed

« Schüler werden dadurch motiviert, dass sie eigentlich mehr wissen als ihnen bewusst ist »

Intercomprehension as Seen by Future Language Teachers in Germany

Maria Helena Araújo e Sá Universidade de Aveiro, Portugal

Silvia Maria Melo Pfeifer Universität Hamburg, Deutschland

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abstract

Following our previous studies in the field of student teachers’ representations about the four pluralistic approaches, we shall focus, in this contribution, on this target audience’s representations about one particular approach: intercomprehension. We will analyse student teachers’ perceptions concerning the advantages and the possibilities of integrating intercomprehension in the school curriculum. We will therefore analyse the educational, social and affective, pedagogical and organizstional and learning arguments student teachers put forward to justify their perceptions. This study aims at contributing to the planning and implementation of specific training initiatives in the field of intercomprehension didactics for language student teachers.

Published

Dec. 16, 2019

Accepted

June 9, 2019

Submitted

Feb. 12, 2019

Language

Keywords: Plurilingual language education • Initial teacher education • Social representations • Pluralistic approaches • Intercomprehension

permalink http://doi.org/10.30687/ELLE/2280-6792/2019/01/005

Copyright: © 2019 Maria Helena Araújo e Sá, Silvia Maria Melo Pfeifer. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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