In search of good practices
Translanguaging in ESL and content-based teaching: Is it valued? (David Lasagabaster)
David Lasagabaster University of the Basque Country UPV/EHU Translanguaging in ESL and content-based teaching: Is it valued? Abstract: Translanguaging is a pedagogical practice that supports the use of the bi- lingual’s whole linguistic repertoire in order to make the most of their learning pro- cess. This paper is focused on classroom translanguaging in ESL (English as a Second Language) and content-based teaching at university level, a field of research to which little attention has been paid so far, since most of the currently available studies are concerned with pre-university education. The participants are eight university lecturers working in three different colleges in New York City who took part in discussion groups, a research tool that allows the researcher to capture and analyse ideological discourses and to ascertain different positions and contradictions. The results indicate that although translanguaging is part of their everyday teaching practice to varying degrees, there are several factors that prevent them from using it on a more regular basis. The paper con- cludes with the pedagogical implications drawn from the data gathered. Keywords: translanguaging, pedagogical practice, diversity, assessment 1. Introduction The different approaches that aim at integrating content and language instruction have a wide range of labels, content-based second language teaching being the most common in North America and CLIL (Content and Language Integrated Learning) in Europe (Tedick and Cammara- ta 2012). This chapter is focused on a North American content-based teaching context and the issues raised are closely linked to what we come across in European...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.