Considering recent developments in multilingualism, this paper reports on a study with L2 student teachers and focuses on their awareness of these developments. They were asked to envision an ideal L2 class of theirs (to be given in the future) visually and verbally. The data were subjected to content analysis.
Recent developments in multilingualism, including its more holistic and dynamic conceptualizations (e.g., Cenoz & Gorter, 2011; Garćia & Sylvan, 2011), call for the re-evaluation of current practices in teaching second or foreign languages (L2s): we should acknowledge all the linguistic (and other semiotic) resources students bring with them to L2 classrooms and recognize all the possible multilingual resources available in learning environments. These developments are already recognized in recently revised L2 curriculums in Finland, but this study (as part of an on-going project) sets out to address these issues from the perspective of future L2 teachers and their awareness of these issues. Drawing on the ideas of vision and envisioning (Dörnyei & Kubanyiova, 2014), we wanted to see what sense future English teachers make of the pedagogical knowledge they have acquired half-way in their studies on a five-year MA programme. More specifically, we wanted to find out what role aspects of multilingualism would play in their future teaching practices. The participants (N = 50) in this study were English majors or minors, attending an L2 teacher education programme in Finland. They were asked to produce a picture of their ideal English class once in working life (in a few years’ time) and to elaborate in writing on topics such as learning environments and teaching materials. In other words, the data consisted of visual narratives, complemented with verbal commentaries. The pools of data were subjected to content analysis. Findings will be reported regarding (among others): environments, exposure, use, and materials and other resources envisioned to be made use of in the ideal L2 class regarding aspects of multilingualism, and implications will be discussed regarding L2 teacher education.
