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

Autor/inn/en	Cots, Josep M.; Gallego-Balsá , Lidia; Llanes, Angels
Titel	Promoting translanguaging (or not) in the ESP classroom. An analysis of monoglossic and heteroglossic practices and discourses.
Quelle	In: System : an international journal of educational technology and applied linguistics, 107 (2022) Art. 102795, 11 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2022.102795
Schlagwörter	Unterrichtsanalyse; Klassenraum; Sprachenlernen; Mehrsprachigkeit; Analyse; Diskurs
Abstract	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.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2024/1