How linguistic repertoires contribute to the formation of linguistic competence of primary school preservice teachers in Asturias and Catalonia

Abstract

This study presents the results of a training experience, whose aim is to increaseplurilingual awareness in undergraduate students of education faculties of two universities:the Faculty Padre Ossó (University of Oviedo) and the Faculty of Education (Universityof Barcelona). The specific objectives are to a) explore the representations of theself-portraits that undergraduate students made about their linguistic identity; b) comparethe beliefs of undergraduate students and primary school pupils according to data obtainedin previous research; c) determine the effects of the training experience. A total of 32 undergraduatestudents participated in this study. The results, presented in three blocks accordingto the three instruments used –linguistic self-portrait, explanatory texts, or final reflectivetexts–, show the symbolic value participants give to languages of their repertoires, and therelations they establish: affective with languages of their own territories and instrumentalwith languages such as Spanish or English. The training experience is considered of greatinterest for undergraduate students since it encourages awareness regarding linguistic identities,which will be crucial in the development of their future didactic proposals.Keywords: Beliefs, Linguistic self-portrait; Linguistic repertoire; Teacher training; Plurilingualcompetence.