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Linguistic capital of trainee teachers: knowledge worth having?

机译：见习教师的语言资本：知识值得吗？

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摘要

This research is an interpretive study of individual and institutional language practices based on an analysis of quantitative and qualitative data from a large higher education institute of teacher training in Britain. The study explores teacher professionalism in relation to language, examining the 'invisible' linguistic and cultural capital of multilingual student teachers. This capital is a potentially powerful contribution to student teacher pedagogy and professionalism, but in the two key domains of teacher education (university and school) where practitioner 'funds of knowledge' are manifested in events and activities, the study reveals how multilingual students struggle to create or access events and activities where they can demonstrate and develop their 'knowledge in action'. The discussion frames multilingual student teachers and multilingual pupils as mirror participants in monolingual institutions and explores issues of subordination, investment and empowerment in relation to language use. The study presents multilingual student teachers as multi-competent language users who could positively influence wider pedagogic knowledge and practices but who are prevented from activating their linguistic, cultural and community expertise through institutional and professional lack of recognition.
机译：这项研究是对个体和机构语言实践的解释性研究，它基于对来自英国一家大型师范培训学院的定量和定性数据的分析。这项研究探索了与语言有关的教师专业水平，考察了多语言学生教师的“隐形”语言和文化资本。该资本可能对学生的教师教学和专业精神做出有力的贡献，但是在教师教育的两个关键领域（大学和学校）中，从业者“知识的资金”体现在活动和活动中，该研究揭示了多语种学生如何努力学习。创建或访问事件和活动，以便他们可以展示和发展其“行动中的知识”。讨论将多语言学生教师和多语言学生作为单语言机构的镜像参与者，并探讨了与语言使用有关的从属，投资和授权问题。这项研究将多语种学生教师视为多语种用户，他们可以对广泛的教学知识和实践产生积极影响，但由于机构和专业人士缺乏认可而无法激活他们的语言，文化和社区专业知识。

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