{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-CU1V45G8/7e855a13-f429-4ecd-9e4e-8796021a8b92/PDF","dcterms:extent":"1835 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-CU1V45G8/79cb782b-b53a-4358-8556-fd187a61a356/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"1990-2025","edm:begin":{"@xml:lang":"en","#text":"1990"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-CU1V45G8","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-JHEEX9FM"},{"@xml:lang":"sl","#text":"Razprave in gradivo - Inštitut za narodnostna vprašanja (1990)"}],"dcterms:issued":"2024","dc:creator":["Duarte, Joana","Henehan, Alison"],"dc:format":[{"@xml:lang":"sl","#text":"številka:93"},{"@xml:lang":"sl","#text":"str. 29-60"}],"dc:identifier":["ISSN:0354-0286","DOI:10.2478/tdjes-2024-0011","COBISSID_HOST:222195715","URN:URN:NBN:SI:doc-CU1V45G8"],"dc:language":"en","dc:publisher":[{"@xml:lang":"sl","#text":"= Institute for Ethnic Studies"},{"@xml:lang":"sl","#text":"Inštitut za narodnostna vprašanja"}],"dc:subject":[{"@xml:lang":"en","#text":"dominant language constellations"},{"@xml:lang":"sl","#text":"dominantne jezikovne konstelacije"},{"@xml:lang":"sl","#text":"manjšinski jeziki"},{"@xml:lang":"en","#text":"minority languages"},{"@xml:lang":"en","#text":"multilingual identity"},{"@xml:lang":"en","#text":"multilingual teacher education"},{"@xml:lang":"en","#text":"pre-service teachers"},{"@xml:lang":"sl","#text":"stališča učiteljev"},{"@xml:lang":"sl","#text":"študenti pedagogike"},{"@xml:lang":"en","#text":"teacher cognition"},{"@xml:lang":"sl","#text":"večjezična identiteta"},{"@xml:lang":"sl","#text":"večjezično izobraževanje učiteljev"}],"dcterms:temporal":{"@rdf:resource":"1990-2025"},"dc:title":{"@xml:lang":"sl","#text":"Unveiling pre-service teachers’ cognitions of multilingualism and multilingual identities using a multi-method approach|"},"dc:description":[{"@xml:lang":"sl","#text":"Teacher cognitions of multilingualism influence classroom behaviour and are partly formed during pre-service teacher (PST) education (Borg 2003). In Fryslân, a linguistically diverse region of the Netherlands, Frisian is a compulsory subject, yet teachers feel underprepared to teach it, leading to negative attitudes towards the minority language and multilingualism in general. A survey, dominant language constellation (DLC) artefacts (Ibrahim 2022), and focus groups with vignettes (Barter & Renold 1999) were used to explore 72 PSTs’ cognitions of multilingualism in education and multilingual identities. Our triangulation of methods shows how cognitions of multilingualism can be mapped in various ways. PSTs held slightly positive cognitions of multilingualism in education in the survey and identified as multilingual in the DLCs and focus groups. However, PSTs’ cognitions of minority languages should be improved. This study contributes to the understanding of PSTs’ multilingual identities and cognitions and offers guidance on how the concept of teacher cognition can be applied to multilingualism to improve training on multilingual pedagogies for PSTs"},{"@xml:lang":"sl","#text":"Stališča učiteljev do večjezičnosti vplivajo na njihovo ravnanje v razredu in se deloma oblikujejo že med samim študijem (Borg 2003). V Friziji, jezikovno raznoliki pokrajini na Nizozemskem, je frizijščina obvezen šolski predmet, vendar se učitelji pogosto ne čutijo dovolj pripravljene za poučevanje tega jezika. To vodi v negativen odnos do manjšinskega jezika in večjezičnosti nasploh. S pomočjo različnih metod – anketa, artefakti dominantne jezikovne konstelacije (DJK) (Ibrahim 2022) in fokusne skupine z vinjetami (Barter & Renold 1999) – smo raziskovali stališča 72 študentov pedagogike do večjezičnosti v izobraževanju in večjezičnih identitet. Bodoči učitelji so v anketi izkazali precej pozitiven odnos do večjezičnosti v izobraževanju ter se v okviru DJK in fokusnih skupin opredeljevali za večjezične, njihov odnos do manjšinskih jezikov pa bi bilo treba izboljšati. Raziskava prispeva k boljšemu razumevanju večjezičnih identitet in stališč bodočih učiteljev ter ponuja usmeritve, kako koncept stališč uporabiti na področju večjezičnosti, s čimer lahko izboljšamo usposabljanje za večjezično pedagogiko"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-CU1V45G8","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-CU1V45G8"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-CU1V45G8/7e855a13-f429-4ecd-9e4e-8796021a8b92/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-nc-nd/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Inštitut za narodnostna vprašanja"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-CU1V45G8/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-CU1V45G8"}}}}