Social representations of French and English by university students: The case of the Faculty of Educational Sciences at the National University of Entre Ríos
This article presents the initial findings of an ongoing research project on the social representations of foreign languages (FL) by students from FCEDU, driven by the need to explore students’ profiles, their social representations, and expectations about language learning at the university level,...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Litoral
2024
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14162 |
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| Sumario: | This article presents the initial findings of an ongoing research project on the social representations of foreign languages (FL) by students from FCEDU, driven by the need to explore students’ profiles, their social representations, and expectations about language learning at the university level, in light of current socio–historical changes. The main objectives are to identify, analyze, and compare students' social representations and expectations of the FL taught in their course programmes; to analyze the course syllabi, and to reshape the didactic proposals. Based on a mixed–methods approach, we employed a survey technique with both closed and open–ended questions, covering a sample of 120 undergraduate students, complemented by a focus group and an analysis of the course syllabi (2018–2023). Among the preliminary findings, we highlight the predominance of an instrumentalist perspective of FL —with very little connection to culture— a tendency to associate French with emotional aspects and English with economic factors; the undervaluation of what was learned in secondary school; and the strong association between knowing a language and being able to speak it. |
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