TEACHER TRAINERS’ BELIEFS ABOUT THE PLURICENTRICITY OF ENGLISH AND GERMAN

Pilot results from two Hungarian universities

  • Máté Imre HUBER Szegedi Tudományegyetem, Bölcsészettudományi Kar, Angoltanár-képző és Alkalmazott Nyelvészeti Tanszék, Szeged, Magyarország http://orcid.org/0000-0003-0178-6802
Keywords: English and German pluricentricity, beliefs of language teachers, language learners and university lecturers, Hungarian universities

Abstract

The present study investigates the beliefs of teacher trainers at Hungarian universities about the pluricentricity of English and German as foreign languages. The results of the pilot phase are based on the analysis of two semi-structured interviews with one lecturer each from two Hungarian universities from 2023. The analysis also includes a comparison of the results with 37 previous interviews conducted between 2020 and 2022 with 21 English and German teachers and 16 language learners in Hungary. The interviews were analysed using the Taguette software, in a qualitative content analysis framework, by setting up a coding frame with 13 codes. The main research question was how the university instructors’ beliefs about pluricentricity relate to those of the language teachers and language learners. The results show that there are far more similarities than differences, and that university instructors appear to be more open to pluricentricity than their colleagues in public education, but more conservative than language learners. The pilot nature of the study means that, in addition to presenting the preliminary results, I have also drawn methodological conclusions which will be very important for the continuation of the study, i.e. for the addition of further university instructors to the sample.

References

Christen, Helen – Knipf-Komlósi, Elisabeth. 2002. Falle, Klinke oder Schnalle? Falle, Klinke und Schnalle! Informationen, Meinungen, Forderungen aus der Sektion „Deutsch als plurizentrische Sprache“. In Clalüna, Monika – Schneider, Günther Hrsg., Mehrsprachigkeit und Deutschunterricht. 13–19. Luzern: Bulletin Vals-Asla.

Clyne, Michael ed. 1992. Pluricentric languages: Differing norms in different nations. Berlin and Boston: Mouton de Gruyter. https://doi.org/10.1515/9783110888140

Glaboniat, Manuela – Müller, Martin – Rusch, Paul – Schmitz, Helen – Wertenschlag, Lukas. 2002. Profile deutsch: Gemeinsamer europäischer Referenzrahmen. Berlin: Langenscheidt.

Glauninger, Manfred Michael. 2001. Österreichisches Deutsch. Deutschunterricht für Ungarn 14 (1–2): 107–108.

Huang, Yunlong. 2014. Constructing intercultural communicative competence framework for English learners. Cross-Cultural Communication 10 (1): 97–101. DOI: 10.3968/j. ccc.1923670020141001.3970

Huber Máté Imre. 2022a. Az angol és a német nyelv többközpontúsága a magyarországi nyelvoktatásban: Tanárok és diákok vélekedései. In Gráczi Tekla – Ludányi Zsófia szerk., Doktoranduszok tanulmányai az alkalmazott nyelvészet köréből 2021: XV. Alkalmazott Nyelvészeti Doktoranduszkonferencia. Budapest: MTA Nyelvtudományi Intézet.

Huber, Máté Imre. 2022b. English and German as pluricentric languages in the Hungarian education system: Teachers’ and learners’ perceptions. In Muhr, Rudolf – De Ridder, Reglindis – Edelmann, Gerhard – Aditi, Ghosh eds., Pluricentric languages in different theoretical and educational contexts. 101–116. Graz: PCL-PRESS.

Huber, Máté Imre. 2023. Pluricentricity in foreign language teaching: The case of English and German in the Hungarian education system. Graz: PCL-PRESS.

Jenkins, Jennifer. 2006. Current perspectives on teaching World Englishes and English as a Lingua Franca. TESOL Quarterly 40 (1): 157–181. https://doi.org/10.2307/40264515

Jianli, Liang. 2015. Pluricentric views towards English and implications for ELT in China. English Language Teaching 8 (4): 90–96. https://doi.org/10.5539/elt.v8n4p90ű

Kloss, Heinz. 1978. Die Entwicklung neuer germanischer Kultursprachen seit 1800. Düsseldorf: Schwann.

Krumm, Hans-Jürgen. 2006. Norm, Varietäten und Fehler: Welches Deutsch soll der Deutsch als Fremdsprache-Unterricht lehren? In Neuland, Eva Hrsg., Variation im heutigen Deutsch: Perspektiven für den Sprachunterricht. 459–468. Bern: Peter Lang.

Marlina, Roby. 2014. The pedagogy of English as an International Language (EIL): More reflections and dialogues. In Marlina, Roby – Ram Ashish, Giri eds., The pedagogy of English as an International Language. 1–19. London: Springer. https:// doi.org/10.1007/978-3-319-06127-6_1

Marlina, Roby. 2018. Teaching English as an International Language: Implementing, reviewing, and re-envisioning World Englishes in language education. London: Routledge. https://doi.org/10.4324/9781315315768

Mirzaei, Azizullah – Faranak, Forouzandeh. 2013. Relationship between intercultural communicative competence and L2-learning motivation of Iranian EFL learners. Journal of Intercultural Communication Research 42 (3): 300–318. DOI: 10.1080/17475759.2013.816867

Muhr, Rudolf. 1993. Österreichisch – Bundesdeutsch – Schweizerisch: Zur Didaktik des Deutschen als plurizentrische Sprache. In Muhr, Rudolf Hrsg., Internationale Arbeiten zum österreichischen Deutsch und seinen nachbarsprachlichen Bezügen. 108–123. Vienna: Hölder-Pichler-Tempsky.

Muhr, Rudolf. 1996a. Das Deutsche als plurizentrische Sprache: Zur Sprachrealität der deutschsprachigen Länder und zum Normbegriff im DaF-Unterricht. Unterrichtspraxis/ Teaching German. Zeitschrift des amerikanischen Deutschlehrerverbandes 1 (2): 137–146. https://doi.org/10.2307/3531823

Muhr, Rudolf. 1996b. Österreichisches Deutsch und interkulturelle Kommunikation im Kontext des Faches Deutsch als Fremdsprache. ÖDaF Mitteilungen: Informationen des Vereins „Österreichischer Lehrerverband Deutsch als Fremdsprache“. 1 (1): 31–44.

Muhr, Rudolf. 2012. Linguistic dominance and non-dominance in pluricentric langua- ges: A typology. In Muhr, Rudolf ed., Non-dominant varieties of pluricentric langua- ges: Getting the picture. 23–48. Bern: Peter Lang. https://doi.org/10.3726/978-3- 653-01621-5

Neuland, Eva. 2011. Variation in der deutschen Sprache. Auswirkungen auf den (Fremd) Sprach(en)unterricht. In Moraldo, Sandro Hrsg., Deutsch aktuell 2: Tendenzen der deutschen Gegenwartssprache. 48–63. Rome: Carocci.

Rauer, Agnes – Tizzano, Elena. 2019. Teaching English with a pluricentric approach: A compilation of four upper secondary teachers’ beliefs. Unpublished MA thesis. University of Malmö, Faculty of Education and Society, Department of Culture, Languages and Media.

Schreier, Margrit. 2013. Qualitative Content Analysis. In Flick, Uwe ed., The Sage Handbook of Qualitative Data Analysis. 170–183. Los Angeles: Sage.

Voss, Thamar – Kunter, Mareike. 2020. “Reality Shock” of Beginning Teachers?: Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist- Oriented Beliefs. Journal of Teacher Education 71 (3): 292–306. https://doi.org/ 10.1177/0022487119839700
Published
01. 11. 2024.
Section
Članci