This contribution analyses and compares teaching anxieties (self-centered, task-centered and student-centered anxiety) of non-native foreign language student-teachers, with and without migrant backgrounds. Three variables will be closely considered: the target foreign language (French or Spanish), the background (migrant or not), and the declared mother tongue(s).
Plurilingual student-teachers face different obstacles from those who are considered monolinguals in their path to academic and professional success. In the literature about the professionalisation of foreign language teachers, two research strands emerged: i) non-native teachers of a foreign language and their (self-)perception (usually in contrast to so-called natives); and ii) teachers with migrant background and their perception at school and in the society. This contribution focuses on the professional development of non-native foreign language teachers, by analysing their teaching anxieties while still in teacher education programs (Bachelor). Teaching anxiety is a sign of insecurity and uncertainty about what to do in teaching scenarios. Teaching anxiety can be classified in three types of anxiety: self-centered, task-centered and student-centered anxiety (Çubukçu & Dönmez, 2011). In the fields of multilingual scenarios, these anxieties may be declined as follows: "do I have the linguistic skills to teach a foreign language?" (self-centered anxiety), "do I have the skills to develop multilingual tasks and activities?" (task-centered anxiety) and "do I have the skills to teach plurilingual students?" (student-centered anxiety). My aim is to investigate differences and similarities in declared teaching anxieties of future non-native Spanish and French teachers, with and without migrant background, in Germany, namely if there are any linguistic reasoning triggering them. The data was obtained by means of an open question "foreign language teachers are afraid of…", included in a vaster inquiry aiming at characterising student-teachers profiles at the beginning of the academic semester (from 2015 on). Through content analysis, convergences and divergences in the concerns declared by these publics will be analysed. I will closely scrutinise three variables: i) target language, French or Spanish, as they may induce different relationships to the linguistic norm; ii) biographic background of respondents, migrant or not; iii) declared mother tongue(s), being it/them German or not.
