Student perceptions of the role of language improvement courses in preservice foreign language teacher education: a qualitative study

Abstract

Este trabajo analiza la percepción que tienen estudiantes del Grado de Maestro sobre el papel que tienen y deben tener las asignaturas de competencia lingüística en el contexto de la Mención en lengua inglesa. Para ello, se realizaron una serie de grupos de discusión y entrevistas en profundidad con un total de 15 estudiantes de los Grados de Ed. Primaria y Ed. Infantil de la Universidad Pontificia Comillas.

This paper explores the role and focus of language improvement courses in the preservice teacher education of Infant and Primary foreign language teachers in Spain. It is based on a qualitative study in which 15 4th year Education students at Universidad Pontificia Comillas (Madrid, Spain) participated in four focus groups and one in-depth interview devoted to exploring their perception on their needs as future English and CLIL teachers and their experience as students of the English as a Foreign Language (EFL) formative itinerary (mención) at the university.