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This study investigates student teacher discourses on plurilingualism in four European ITE institutions, located in in Spain, Slovenia, and Finland. As a part of the European project called Linguistically sensitive teaching in all classrooms, we collected student group reflections using reflection instruments based on SWOT-analysis. Data from 173 student teachers enrolled in initial teacher education at four universities located in Barcelona, Ljubljana, Vaasa and Jyväskylä are explored using qualitative analysis. By analyzing the strengths, weaknesses, opportunities, and threats expressed by student teachers we could identify certain contradictions regarding plurilingualism and the use of plurilingual pedagogies. These contradictions relate to the positioning as “being a plurilingual speaker” and “becoming a teacher dealing with plurilingualism” We discuss the similarities and differences between student voices in the light of the wider linguistic landscapes in the three countries and the four universities. This chapter investigates student teacher discourses on plurilingualism in four European initial teacher education (ITE) institutions located in Spain (Catalonia), Slovenia and Finland. As part of the European project called Linguistically Sensitive Teaching in All Classrooms, we collected student group thoughts using reflection instruments based on strengths, weaknesses, opportunities and threats (SWOT) analysis. Data from 173 student teachers enrolled in ITE at four universities located in Barcelona, Ljubljana, Vaasa and Jyväskylä were explored using qualitative analysis. By analysing the SWOT characteristics expressed by student teachers, we identified certain contradictions regarding plurilingualism and the use of plurilingual pedagogies. These contradictions relate to the positioning as ‘being a plurilingual speaker’ and ‘becoming a teacher dealing with plurilingualism’. We discuss the similarities and differences between student voices in the light of the wider linguistic landscapes in the three countries and four universities.

Magistrsko delo preučuje vlogo učiteljeve neverbalne komunikacije pri pouku francoščine kot tujega jezika. S pomočjo kvalitativne raziskave magistrsko delo razišče funkcije neverbalne komunikacije ter poišče predloge za izboljšanje neverbalnega vedenja učiteljev. V raziskavi je sodelovalo 51 učiteljev francoščine iz Slovenije in Francije, ki so izpolnili spletni vprašalnik, v katerem so poročali o neverbalnih tehnikah v danih učnih situacijah. Rezultati raziskave so pokazali, da učitelji uporabljajo neverbalno komunikacijo pri pouku francoščine v različne namene, od organizacije učnega procesa, spodbujanja učenčevega pozitivnega odnosa, do stimulacije usvajanja francoščine. Značilnosti učinkovitega neverbalnega nastopa so tako odvisne od učiteljevega namena in so opisane v rezultatih raziskave. S tem raziskava sugerira, da se učitelji neverbalne tehnike lahko naučijo in tako prispevajo k izboljšanju učnega procesa pri francoščini.The dissertation explores the role of teacher's nonverbal communication in teaching French as foreign language. It uses a qualitative study in order to determine the functions of teacher's nonverbal behavior in class and look for suggestions for its improvement. The data of the study was collected through online questionnaire in which 51 French teachers from Slovenia and France reported on their use of nonverbal behavior in given classroom situations. The results of the study show that teachers use nonverbal behavior in class for different purposes, from organizing classroom processes, encouraging learners' emotional engagement, to stimulating learners' learning process. The characteristics of effective nonverbal behavior depend on its use and are described in the results of the study. Lastly, findings of the study suggest that nonverbal techniques can be learned in order to improve the teaching of French.