Lenguas modernas; literatura; creación; didáctica

Journal Of Modern Languages ISSN Impreso: 1659-1933 ISSN electrónico: 2215-5643

OAI: https://revistas.ucr.ac.cr/index.php/rlm/oai
Professors’ and Students’ Conflicting Beliefs about Translanguaging in the EFL Classroom: Dismantling the Monolingual Bia
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Keywords

translanguaging
L2 learning
bilingualism
English as a foreign language
translanguaging
aprendizaje de segundas lenguas
bilingüismo
inglés como lengua extranjera

How to Cite

Fallas Escobar, C., & Dillard-Paltrineri, E. (2015). Professors’ and Students’ Conflicting Beliefs about Translanguaging in the EFL Classroom: Dismantling the Monolingual Bia. Journal Of Modern Languages, (23). https://doi.org/10.15517/rlm.v0i23.22355

Abstract

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. 

https://doi.org/10.15517/rlm.v0i23.22355
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