Everyday use of Spanish among bilingual teachers in New York City and their attitudes toward the language

The attitudes that bilingual teachers have toward the use of foreign languages seem to have an effect on the success of bilingual education programs. In this study, our purpose is to shed light on how often bilingual teachers in New York City use Spanish in their everyday lives, and to examine their attitudes toward the use of Spanish in the U.S. Overall, results indicate only moderate frequencies of use of Spanish in everyday life among bilingual teachers. In addition, the study shows that bilingual teachers have a favorable attitude toward the use of Spanish in the U.S. However, bilingual teachers whose first language is English seem to have a more favorable attitude than those whose first language is Spanish. Among the native Spanish speakers, those born abroad show a more favorable attitude than those born in the U.S. Although no group seems to favor the use of lexical borrowings and code-switching, bilingual native Spanish-speaking teachers born in the U.S. seem to have a less favorable attitude than native Spanish-speaking teachers born abroad. In addition, native Spanish-speaking teachers born abroad seem to have a less favorable attitude toward lexical borrowings and code-switching than U.S.-born teachers whose first language is English. Recommendations for the training of bilingual teachers are discussed in the conclusions of the study.

Teaching English to young learners in Europe:teachers' attitudes and perspectives

The introduction of languages into the primary curriculum has been the major development in language-in-education policy around the world over the last 20-25 years. In the vast majority of countries the language taught is English and it is being taught at an ever-earlier age. A relatively large amount of research has been carried out in Asia into teaching English to young learners (TEYL) from the point of view of language policy and planning and of policy implementation, especially in terms of the gap between policy and practice caused by the introduction of new methodologies such as communicative language teaching. However, to date far less research has been carried out into the situation in Europe, particularly concerning the attitudes of those most closely involved in policy implementation - the teachers themselves. This chapter examines the attitudes of teachers in six European countries (Italy, Latvia, Macedonia, Poland, Spain and Ukraine), uncovering the challenges they face and the changes they would like to see enacted to improve English language learning and teaching in their countries. The implications for policy, planning and teacher education are also discussed.

Exploring care relations in later life: disentangling notions of care and choice

The experience of later life varies widely and is often framed in terms of the active lifestyles of the Third Age and the frailty and abjection of the Fourth Age. This thesis sought to understand how the concepts of care and choice are enacted, experienced and interrelated in the context of both informal and formal care in later life and how older people themselves, their families and significant others understand and experience these concepts. The discourse of personalisation that dominates care services has led to an emphasis on individual choice, control and independence so that those in need of care are faced with what has been described as the ‘logic of choice’, a focus on individual responsibility rather than care. Adopting a Feminist Foucauldian theoretical approach and drawing on Tronto’s (1993) ethic of care, this thesis explores the experiences of older people and their informal carers through dialogical narrative analysis. The stories begin with the recognition by individuals that there is a need for care and how this need is met through negotiations with families and significant others. As needs increase the physical and logistical limits of informal care by individuals are reached, often leading to a need to ‘choose’ formal care. Rather than impacting solely on the care recipient, formal care is shown as being an experience that is shared with informal carers. Indeed, the participants depict how informal care continues alongside formal care and how the boundaries between them become blurred. I argue that a binary division between actively making choices and being a passive recipient are not appropriate to understandings of care. By disentangling the notions of care and choice this thesis explores the extent to which these concepts are relevant to the experience of older people in specific care situations.