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Promoting translanguaging (or not) in the ESP classroom: An analysis of monoglossic and heteroglossic practices and discourses

  • Datos identificativos

    Identificador: imarina:9262258
    Handle: https://hdl.handle.net/20.500.11797/imarina9262258
    Autores:
    Cots JMGallego-Balsà LLlanes À
    Resumen:
    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.

  • Otros:

    Autor según el artículo: Cots JM; Gallego-Balsà L; Llanes À
    Departamento: Estudis Anglesos i Alemanys
    Autor/es de la URV: Gallego Balsà, Lídia
    Palabras clave: Translanguaging Language Esp Classroom practices and discourses multilingualism esp classroom practices and discourses beliefs
    Resumen: 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.
    Áreas temáticas: 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
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    Direcció de correo del autor: lidia.gallego@urv.cat
    Identificador del autor: 0000-0002-9433-2676
    Fecha de alta del registro: 2024-09-07
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referencia al articulo segun fuente origial: System. 107
    Referencia 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
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2022
    Tipo de publicación: Journal Publications

  • Palabras clave:

    Education,Education & Educational Research,Language and Linguistics,Linguistics,Linguistics and Language
    Translanguaging
    Language
    Esp
    Classroom practices and discourses
    multilingualism
    esp
    classroom practices and discourses
    beliefs
    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

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