Language effect: Exploring language learning biographies of student teachers of English, German and Russian

SEDLÁČKOVÁ, Jitka, Martina TROMBIKOVÁ and Taťjana ZAŇKO. Language effect: Exploring language learning biographies of student teachers of English, German and Russian. In Second Language Teacher Education. Inspiring Creativity, Cultivating Excellence 2024. 2024.

Basic information

• Original name: Language effect: Exploring language learning biographies of student teachers of English, German and Russian
• Authors: SEDLÁČKOVÁ, Jitka, Martina TROMBIKOVÁ and Taťjana ZAŇKO.
• Edition: Second Language Teacher Education. Inspiring Creativity, Cultivating Excellence 2024, 2024.

Other information

• Original language: English
• Type of outcome: Presentations at conferences
• Country of publisher: Czech Republic
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• Organization unit: Faculty of Arts
• Keywords in English: language learning biographies, motivation, English, German, Russian, teacher
• Tags: International impact

Abstract

Self-reported narratives of learning history have been used increasingly in recent years as tools for developing learner autonomy and strengthening the learner- and also respondent-centred approach to teaching and research (Pavlenko, 2007). Language learning biographies are a valuable source of information for learners, teachers and researchers (Mercer, 2013). In our paper, we present language learning biographies as sources of information also for student teachers and teacher educators, which can be employed in the construction of teacher identity and clarification of the language learning beliefs and teaching perspectives of the student teachers. Language learning biographies in visual as well as spoken form were collected from 40 student teachers of three different language specialisations - English, German and Russian. Qualitative analysis of biographies and their representation revealed interesting differences and similarities in teacher representation, key moments and influences in language learning and motifs to become teachers in the various language groups. The results present valuable implications for teacher education facilitating a better understanding of student teachers' language learning beliefs and finding ways of transferring student teachers' learner experiences into the development of their teaching perspectives and teacher identity. The findings are also informative from the point of view of the instruction of the individual languages and their position in the Czech educational system.