Measuring the Impact of Translanguaging in TESOL: A Plurilingual Approach to ESP

Autor/inn/en	Llanes, Àngels; Cots, Josep M.
Titel	Measuring the Impact of Translanguaging in TESOL: A Plurilingual Approach to ESP
Quelle	In: International Journal of Multilingualism, 19 (2022) 4, S.523-538 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Llanes, Àngels)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2020.1753749
Schlagwörter	Language Proficiency; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Teachers; Code Switching (Language); Spanish; Romance Languages; Native Language; Undergraduate Students; Business Administration Education; Bilingualism; Business English; Comparative Analysis; Language Usage; Student Placement; Language Tests; Language Fluency; Accuracy; Grammar; Scoring Rubrics; Evaluators; Specialists; Multilingualism; Instructional Materials; Spain + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Spanisch; Romanische Sprache; Bilingualismus; Business; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Sprachgebrauch; Schülerpraktikum; Language test; Sprachtest; Grammatik; Scoring formulas; Auswertungsbogen; Mehrsprachigkeit; Multilingualismus; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Spanien
Abstract	This study compares the language proficiency gains of two groups of students taking a business English course module in a bilingual university in Catalonia (Spain). Whereas one of these groups followed a 'translanguaging' or 'plurilingual' pedagogy, the other followed a strictly monolingual approach. Participants were 54 mostly Catalan/Spanish bilingual university students of Business (n = 35 translanguaging and n = 19 monolingual). Whereas the teacher in the 'translanguaging group' used and fostered the use of Catalan and Spanish besides English, the teacher in the 'monolingual group' only used English and allowed only English in class. Participants were administered a placement test, and performed a written composition and an oral sales pitch the first and last week of the semester. Participants were also administered a questionnaire before and after the treatment. The EFL development of the participants was measured in terms of fluency, lexical complexity, grammatical complexity and accuracy, but it was also assessed by an expert examiner, who based her ratings on a rubric including four scales: language, communicative achievement, content, and organisation. Results show that both groups experienced comparable gains, but the few significant differences favoured the translanguaging group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01