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On the Road to Translanguaging in a Dual Language Classroom: Teaching Math and Science in Mandarin and English
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In: Journal of Multilingual Education Research (2021)
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| 42 |
Translanguaging: a “Practical Theory of Languages” to Support Minority Language Education ...
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| 43 |
Reading in the Secondary World Language Classroom: How High School Students Enact Their Emerging Literacy with Authentic Text ...
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| 44 |
You Can't Say Pupusa Without Saying Pupusa: Translanguaging in a Community-Based Writing Center
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In: Community Literacy Journal (2021)
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| 45 |
"Doch nicht auf Russisch!" - Perspektiven von Kindern auf Sprachbildungsprozesse im Rahmen familialer Vorlesesituationen mit mehrsprachigen Bilderbüchern
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 4 ; 420-434 ; Perspektiven von Kindern und Jugendlichen auf sprachliche Diversität und Sprachbildungsprozesse (2021)
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| 46 |
My favorite subject is lengua because the teacher es un crack : translanguaging in CLIL student writing
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| 47 |
Translanguaging: a “Practical Theory of Languages” to Support Minority Language Education
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In: Studi di glottodidattica; V. 6, N. 2 (2021); 24 - 35 ; 1970-1861 (2021)
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| 48 |
Una proposta didattica basata sul translanguaging per l’inclusione e il supporto a studenti universitari plurilingui
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In: Studi di glottodidattica; V. 6, N. 1 (2021); 73 - 90 ; 1970-1861 (2021)
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| 49 |
Attitudes toward Teaching English in Lebanon: An Exercise in Critical Applied Linguistics
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Azzi, R. - : University of Exeter, 2021. : Graduate School of Education, 2021
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| 50 |
Aprendizaje de lenguas extranjeras: Estudio sobre las percepciones del futuro profesorado en Educación Primaria ; Foreign Language Learning: Primary School Pre-teachers’ Perceptions
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| 51 |
Language Choice in Tajikistan’s Digital Public Spaces: An Analysis of Multilingual Practices by Commenters on Public Facebook Pages
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| 52 |
The semiotics of translanguaging: An example and its application to critical language pedagogy
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| 53 |
Translanguaging Views and Practices of Indiana Dual-Language Bilingual Education Teachers
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In: The Journal of Purdue Undergraduate Research (2021)
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| 54 |
Introduction : reframing language in teaching and learning : leveraging students' meaning-making repertoires
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| 55 |
Translanguaging space and translanguaging practices in multilingual Russian-speaking families
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In: Russian Journal of Linguistics, Vol 25, Iss 4, Pp 931-957 (2021) (2021)
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| 56 |
Translanguaging as a Tool for Decolonizing Interactions in a Space for Confronting Inequalities
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 36, n. 3 (2020) ; 1678-460X ; 0102-4450 (2021)
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| 57 |
Navigating the London-French Transnational Space: The Losses and Gains of Language as Embodied and Embedded Symbolic Capital
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| 58 |
Young L2-learners' meaning-making in engaging in computer-assisted language learning
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| 59 |
¿Y si usamos los dos? Attitudes towards Translanguaging in an L2 Spanish Writing Course
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Abstract:
[EN] Translanguaging is a new approach to language use, bilingual acquisition, and bilingual education that sees all acquired languages (or those being acquired) as components of one bi/multilingual repertoire (García & Wei, 2014). However, discussions of specific pedagogical applications of translingualism have remained limited and speculative (Gervers, 2018; Matsuda, 2014). Hence, it is still unclear how such pedagogies would address the needs of bi/multilingual student writers. Based on the need to further understand the use of translanguaging in the classroom, the present article explores the translingual practices and attitudes of students in a Spanish undergraduate writing class. Participants were 9 undergraduate students from a university in the United States. Data collection involved an online questionnaire, individual interviews —which focused on attitudes towards translanguaging— and the student’s submission of their final project, which allowed the researchers to observe whether students reflected the translanguaging practices in the project. Results from online questionnaire and interviews suggest that students can better focus on the message they want to convey without linguistic pressure that forces them to use one language only. Additionally, pairing students for collaborative writing enhanced their overall drafting development. Results from the final projects reflect that students tend to not reflect translanguaging in their final version. ; Lopez-Hevia, G.; Ruiz-Perez, S. (2021). ¿Y si usamos los dos? Attitudes towards Translanguaging in an L2 Spanish Writing Course. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 325-333. https://doi.org/10.4995/HEAd21.2021.13003 ; OCS ; 325 ; 333
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Keyword:
Attitudes; Educational systems; Higher Education; Learning; Second language acquisition; Teaching; Translanguaging
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URL: http://hdl.handle.net/10251/171733
https://doi.org/10.4995/HEAd21.2021.13003
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