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Increasing migration-induced language diversity is putting pressure onthe teaching of regional and minority languages in official bi- or multilingualregions. This study presents an in-depth analysis of teachers’and teacher trainers’ beliefs and views towards language awarenessand translanguaging approaches as possible ways to enhance pupils’language attitudes and motivation to learn a minority language, suchas Frisian in the Netherlands. The study applies a qualitative design,based on the analysis of interviews with eight teachers and threeteacher trainers, representing experts in their field. Through a thematicanalysis, we provided an overview of the most salient themes withinthe data. Interviews revealed that teachers held positive beliefs aboutthe value of language awareness and translanguaging approaches forminority language teaching. However, when it came to actual teachingpractices, they favoured immersion-based approaches in order toenhance exposure to the minority language. This study offers a contributionto the field of language teaching in minority areas by arguingfor teacher professionalisation to empower teachers in applying languageawareness and translanguaging approaches without feelinganxious about causing language attrition of minority languages. |
