questionnaire results lea workshop 26-29 january
TRANSCRIPT
Questionnaire Results
LEA Workshop 26-29 January
Teachers’ beliefs about plurilingualism and
pluriculturalism
0 1 2 3 4 5 6
Attitudes
0
10
20
30
40
50
60
Fre
cue
nc
ia
Mean = 4,1Std. Dev. = 0,9N = 146
Language learning helped me to change my attitudes and personal beliefs towards other communities and cultures
Teachers’ Attitudes
1 2 3 4 5 6
motivation to language learning
0
20
40
60
80
Fre
cu
en
cia
Mean = 4,38Std. Dev. = 0,789N = 146
Plurilingual and pluri/intercultural activities can stimulate curiosity and interest in language learning
Students’ Motivation
0 1 2 3 4 5 6
minority pupils'/teachers' integration
0
10
20
30
40
50
60
70
Fre
cue
nc
ia
Mean = 4,11Std. Dev. = 0,88N = 146
Plurilingual and pluri/intercultural activities may allow me to integrate fully pupils/teachers from minority ethnic
backgrounds into the group
Minority students’ integration
1 2 3 4 5 6
school language improvement
0
10
20
30
40
50
60
70
Fre
cue
nc
ia
Mean = 3,75Std. Dev. = 0,843N = 146
Plurilingual and pluri/intercultural activities can help to improve pupils’ skills in the main language of the school
Students’ school language improvement
1 2 3 4 5 6
cross-curricular links
0
10
20
30
40
50
60
Fre
cue
nc
ia
Mean = 4,08Std. Dev. = 0,818N = 146
Plurilingual and pluri/intercultural activities can allow teachers to foster cross-curricular links
Cross-curricular links
1 2 3 4 5 6
recognition non familiar languages elements
0
10
20
30
40
50
60
70
Fre
cuen
cia
Mean = 4,23Std. Dev. = 0,734N = 146
Plurilingual and pluri/intercultural activities can develop pupils’ ability to recognise written and spoken elements in non-
familiar languages
Students recognise elements in non-familiar languages
0 1 2 3 4 5 6
integration into school curriculum
0
10
20
30
40
50
60
70
Fre
cu
en
cia
Mean = 4,16Std. Dev. = 0,917N = 146
Plurilingual and pluri-intercultural activities should be integrated into the school curriculum
Integration into school curriculum
Teachers’ motivation and job satisfaction
0 1 2 3 4 5 6
Educational authorities doing their best
0
2
4
6
8
10
12
Fre
cu
en
cia
Mean = 2,35Std. Dev. = 1,164N = 26
The Educational Authorities are doing their best to improve public schools quality
Educational authorities doing their best
0 1 2 3 4 5 6
More homogeneous classes
0
2
4
6
8
10
Fre
cu
en
cia
Mean = 3,08Std. Dev. = 1,187N = 25
I wish I had more homogeneous classes
More homogeneous classes
2,5 3 3,5 4 4,5 5 5,5
Students motivate me
0
5
10
15
20
Fre
cu
en
cia
Mean = 4,62Std. Dev. = 0,637N = 26
My students’ achievements really motivate me to go on with my job
Students’ achievements motivate teachers
1 2 3 4 5 6
Allow students choices
0
2
4
6
8
10
12
Fre
cu
en
cia
Mean = 3,38Std. Dev. = 1,023N = 26
I allow students real choices about any aspect of the learning process
Teachers allow students choices
0 1 2 3 4 5 6
Indicate students I believe in their capability
0
5
10
15
20
Fre
cu
en
cia
Mean = 4,58Std. Dev. = 0,902N = 26
I always indicate my students that I believe in their capability to complete the tasks
Teachers build up students’ self-confidence
1 2 3 4 5 6
Satisfied with job
0
2
4
6
8
10
Fre
cu
en
cia
Mean = 3,65Std. Dev. = 1,018N = 26
I’m fully satisfied with my job
Teachers fully satisfied with job
Factor analysis: Factor 1
L1 improvement ,703
Non familiar languages - recognition sentences
,734
Languages: similarities & differences ,845
Influence content & objectives ,800
Reference materials use ,902
Transfer skills & attitudes ,696
Attitudes toward speakers ,400
Self-confidence ,614
Immigrant families integration ,866
Factor Analysis
Factor 1 Language teaching/learning process; students’ attitudes and self-confidence; immigrant families integration.
Factor 2 Students’ attitudes, motivation and self-confidence; minority students integration; teachers’ job satisfaction.
Factor 3 Teachers’ job satisfaction; teachers’ use of motivational strategies.
Factor 4 Language learning and languages use in class.
Factor 5 Teachers’ work atmosphere.
Factor 6 Teachers’ job dissatisfaction.