Autor segons l'article: Cots JM; Gallego-Balsà L; Llanes À
Departament: Estudis Anglesos i Alemanys
Autor/s de la URV: Gallego Balsà, Lídia
Paraules clau: Translanguaging Language Esp Classroom practices and discourses multilingualism esp classroom practices and discourses beliefs
Resum: The idea of translanguaging as a potential resource for language and content learning runs counter to “the monolingual principle” (Cummins, 2009), according to which languages should be taught separately in order to (a) avoid interference from other languages and (b) increase the learners exposure to the target language. This study has two main goals: (i) characterise the classroom practices and discourses of two instructors in line with their respective monoglossic or heteroglossic perspective in the context of a university course module on business English; (ii) provide empirical evidence for the impact of translanguaging practices in the form of language learning outcomes. The analysis is mainly based on observations and audiovisual recordings of classroom sessions and the students’ performance before and after a 16-week teaching intervention.
Àrees temàtiques: Pedagogical & educational research Linguistics and language Linguistics Letras / linguística Language and linguistics Filologia, lingüística i sociolingüística Education & educational research Education Educació Ciencias sociales Ciencias humanas
Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
Adreça de correu electrònic de l'autor: lidia.gallego@urv.cat
Identificador de l'autor: 0000-0002-9433-2676
Data d'alta del registre: 2024-09-07
Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
Enllaç font original: https://www.sciencedirect.com/science/article/pii/S0346251X22000768?via%3Dihub
URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
Referència a l'article segons font original: System. 107
Referència de l'ítem segons les normes APA: Cots JM; Gallego-Balsà L; Llanes À (2022). Promoting translanguaging (or not) in the ESP classroom: An analysis of monoglossic and heteroglossic practices and discourses. System, 107(), -. DOI: 10.1016/j.system.2022.102795
DOI de l'article: 10.1016/j.system.2022.102795
Entitat: Universitat Rovira i Virgili
Any de publicació de la revista: 2022
Tipus de publicació: Journal Publications
Repositori URV