Teacher training for linguistic diversity: from discourses to practices

ABSTRACT

This text proceeds with a survey of teacher training experiences for an education that values linguistic diversity. In these experiences we aim to identify the training strategies used and the main results achieved by them to build knowledge that can serve to improve the initial training offered to teachers of the initial classes in Angola. The methodology used is a systematic literature review of 12 articles based on empirical studies, published between 2015 and 2020. The results show the predominance of two approaches in teacher training for linguistic diversity, curricular organization and pedagogical practices, in addition to imply a posture of permanent learning through a more critical and reflective attitude.

KEYWORDS:
Teacher education; Linguistic diversity; Pedagogical practices