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01419nam a2200217Ia 4500 |
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10.30827-portalin.vi38.21068 |
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220630s2022 CNT 000 0 und d |
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|a 16977467 (ISSN)
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| 245 |
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|a How EFL primary teachers define literacy: An empirical study
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|b Universidad de Granada
|c 2022
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|a Literacy development is at the core of our interactions with the world around us. However, this concept is not static and changes over time, adapting itself to different circumstances and needs. In the present study, a group of EFL teachers (n=104) is required to define ‘literacy’. Their definitions are then analysed to determine their accuracy with those found in present specialised literature in the area. Results show that the notions provided by participants still contain traditional features, thus highlighting the importance of including the conceptualisation of literacy as a crucial component in in-service teacher education programmes. © 2022, Universidad de Granada. All rights reserved.
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|a conceptualisation
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|a English as a Foreign Language
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|a Literacy
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|a teacher education
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|a teachers
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|a Arteaga-Martínez, B.
|e author
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|a Fernández-Fernández, R.
|e author
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|a Florian, N.J.
|e author
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| 773 |
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|t Porta Linguarum
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| 856 |
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|z View Fulltext in Publisher
|u https://doi.org/10.30827/portalin.vi38.21068
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