Professors’ and Students’ Conflicting Beliefs about Translanguaging in the EFL Classroom: Dismantling the Monolingual Bia
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| Autores: | , |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2015 |
| Descripción: | In this article, we discuss the views about bi/multilingualism that have caused the discursive practice of languaging bilingually to be criticized in formal schooling systems, and we also advocate for a more just and inclusive Applied Linguistics that studies L2 learning and bilingualism from a heteroglossic and multilingual perspective. Next, we venture into examining the beliefs of instructors and learners from the English Department at a public university in Costa Rica, regarding English-Spanish translanguaging in an English as a Foreign Language (EFL) classroom. Finally, we call for the initiation of dialogue within EFL depart- ments that critically dismantles the assumptions, beliefs and practices that fuel the monolingual bias. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Inglés |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/22355 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/rlm/article/view/22355 |
| Palabra clave: | translanguaging L2 learning bilingualism English as a foreign language aprendizaje de segundas lenguas bilingüismo inglés como lengua extranjera |