Transformation of Multilingual Practices: Contradictions Between Thought and Action. A Case Study

Transformation of Multilingual Practices: Contradictions Between Thought and Action. A Case Study

This article presents a formative intervention, grounded in sociocultural theory, that seeks to transform educational practice in multilingual and intercultural contexts by focusing on teacher training and ways of reconceptualizing teaching practice. The training process was carried out with ten tea...

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Autores principales: Tresserras, Eva, Palou Sangrà, Juli
Format: Online
Jezik:spa
Izdano: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023
Online dostop:https://redie.uabc.mx/redie/article/view/4705
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spelling redie-article-47052023-12-23T01:34:14Z Transformation of Multilingual Practices: Contradictions Between Thought and Action. A Case Study Transformación de prácticas plurilingües: contradicciones entre pensamiento y acción. Estudio de caso Transformação das práticas Plurilíngues: as contradições entre pensamento e ação. Estudo de caso Tresserras, Eva Palou Sangrà, Juli teacher training multilingualism pedagogical practice mediation beliefs system formación de docentes multilingüismo práctica pedagógica mediación sistema de creencias formação de professores multilinguismo prática pedagógica mediação sistema de crenças This article presents a formative intervention, grounded in sociocultural theory, that seeks to transform educational practice in multilingual and intercultural contexts by focusing on teacher training and ways of reconceptualizing teaching practice. The training process was carried out with ten teachers from different levels of education. The data was obtained through dialogic and conceptual mediation processes using language life stories, semi-structured interviews, discussion groups, self-confrontation, and specialized literature. The analysis shows that when teachers become aware of and contrast their own representations and actions, tensions and contradictions emerge between what they think and what they do. The originality of this approach lies in a change in knowledge, know-how, and conduct in a complex social context, pointing to a need to move toward transformative practices. Este artículo presenta una intervención formativa de base sociocultural que busca la transformación de la práctica educativa en contextos multilingües e interculturales. Se fundamenta en los ámbitos de formación del profesorado y en las formas de reconceptualizar la actividad. El proceso de formación se llevó a cabo con diez docentes de distintos niveles educativos. Los datos se obtuvieron a partir de procesos de mediación dialógica y conceptual, y se utilizaron relatos de vida lingüística, entrevistas semiestructuradas, grupos de discusión, autoconfrontación y literatura especializada. El análisis demuestra que cuando los docentes toman conciencia de sus propias representaciones y actuaciones, y las contrastan, emergen tensiones y contradicciones entre lo que piensan y lo que hacen. Su originalidad se fundamenta en un cambio en el saber, en el saber hacer y en el saber estar en un contexto social complejo que concluye en la necesidad de avanzar hacia prácticas transformadoras. O artigo apresenta uma intervenção formativa de base sociocultural que procura transformar a prática educativa em contextos multilingues e interculturais, com base nas áreas de formação de professores e nas formas de reconceptualização da atividade. Participaram da pesquisa dez docentes de diferentes níveis de ensino, e os dados foram obtidos a partir de processos de mediação dialógica e conceitual: foram utilizadas histórias de vida linguísticas, entrevistas semiestruturadas, autoconfrontação, grupos de discussão e literatura especializada sobre o tema. A análise mostra que quando os docentes tomam consciência das suas próprias representações e ações, e as contrastam, surgem tensões e contradições entre o que pensam e fazem. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023-09-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto text/html application/pdf text/xml application/epub+zip audio/mpeg https://redie.uabc.mx/redie/article/view/4705 10.24320/redie.2023.25.e20.4705 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-14 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-14 1607-4041 spa https://redie.uabc.mx/redie/article/view/4705/2442 https://redie.uabc.mx/redie/article/view/4705/2443 https://redie.uabc.mx/redie/article/view/4705/2461 https://redie.uabc.mx/redie/article/view/4705/2446 https://redie.uabc.mx/redie/article/view/4705/2454 Derechos de autor 2023 Eva Tresserras, Juli Palou Sangrà https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Tresserras, Eva
Palou Sangrà, Juli
spellingShingle Tresserras, Eva
Palou Sangrà, Juli
Transformation of Multilingual Practices: Contradictions Between Thought and Action. A Case Study
author_facet Tresserras, Eva
Palou Sangrà, Juli
author_sort Tresserras, Eva
title Transformation of Multilingual Practices: Contradictions Between Thought and Action. A Case Study
title_short Transformation of Multilingual Practices: Contradictions Between Thought and Action. A Case Study
title_full Transformation of Multilingual Practices: Contradictions Between Thought and Action. A Case Study
title_fullStr Transformation of Multilingual Practices: Contradictions Between Thought and Action. A Case Study
title_full_unstemmed Transformation of Multilingual Practices: Contradictions Between Thought and Action. A Case Study
title_sort transformation of multilingual practices: contradictions between thought and action. a case study
description This article presents a formative intervention, grounded in sociocultural theory, that seeks to transform educational practice in multilingual and intercultural contexts by focusing on teacher training and ways of reconceptualizing teaching practice. The training process was carried out with ten teachers from different levels of education. The data was obtained through dialogic and conceptual mediation processes using language life stories, semi-structured interviews, discussion groups, self-confrontation, and specialized literature. The analysis shows that when teachers become aware of and contrast their own representations and actions, tensions and contradictions emerge between what they think and what they do. The originality of this approach lies in a change in knowledge, know-how, and conduct in a complex social context, pointing to a need to move toward transformative practices.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2023
url https://redie.uabc.mx/redie/article/view/4705
_version_ 1792095025204559872

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