In the space between languages, translanguaging practices and perceptions in the university Spanish classroom
Date
2020-06-26
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Abstract
Translanguaging is a reconceptualized notion of pedagogy and practice that can provide strategies that enable users to incorporate and appropriate different language practices into their own linguistic repertoires. It is also an approach to the practices of bilinguals and multilinguals. It re-examines their process of learning new languages and supports their multiple and hybrid identities. This study examined the ways in which university students and teachers engaged with other languages in the Spanish classroom. The objective was to determine if and how university students and teachers ‘translanguaged’, and to explore how they perceived practices of translanguaging. Data collection involved a questionnaire for students and semi-structured interviews for both groups. Thematic content analysis was utilized to analyze the qualitative data generated. The data revealed a considerable degree of fluidity in participants’ language practice, as well as shifts in perceptions and practices that varied according to context. This study provides a clear argument for the authorization, or at least the value of introducing translanguaging to students and teachers in higher education so they can choose whether or not they want to leverage practices of translanguaging.
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Keywords
translanguaging, second language pedagogy, Spanish, university students, university teachers, practices
Citation
Williams, A. (2020). In the space between languages, translanguaging practices and perceptions in the university Spanish classroom (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.