The role of psychological and socio-psychological factors in L2 literacy development of temporary migrants
Fecha de publicación
2022ISBN
978-3-030-83316-9
Resumen
This chapter addresses the literacy practices, the sociolinguistic skills and the perceptions of the temporary migration of trainee teachers in an Erasmus+ exchange programme. The aim of this study is threefold. First, it intends to analyse how L2 written language is self-reported before and after students’ practicum abroad. Second, it investigates what importance students give to their L2 literacy development and professional learning experience in their practicum portfolio. Third, it explores whether the participants’ personality traits are reflected in their journal writing, seen as literacy events during their stay abroad. The method adopted is a convergent parallel mixed one, which collects and merges qualitative data—the practicum portfolios—and quantitative data—the participants’ scores in grammar and vocabulary tests, self-reported writing tests and personality and emotional intelligence questionnaires.
Tipo de documento
Capítulo o parte de libro
Versión del documento
Versión publicada
Lengua
English
Materias (CDU)
159.9 - Psicología
37 - Educación. Enseñanza. Formación. Tiempo libre
Palabras clave
Professors en formació
Col·locació escolar
Revista
Psicologia
Sociopsicologia
Profesores en formación
Colocación escolar
Revista
Psicología
Socio-psicología
Trainee teachers
School placement
Journal
Psychology
Socio-psychology
Páginas
28
Publicado por
Springer Nature ; Palgrave Macmillan
Citación
Pujol Valls, Maria; Carlet, Angélica; Ożańska-Ponikwia, Katarzyna [et al.]. The role of psychological and socio-psychological factors in L2 literacy development of temporary migrants. En: Literacies in the Age of Mobility. Springer Nature, 2022. ISBN: 978-3-030-83316-9. Disponible en: <https://link.springer.com/chapter/10.1007/978-3-030-83317-6_8>. Fecha de acceso: 5 feb. 2024. DOI: 10.1007/978-3-030-83317-6_8
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