Publicación:
Translanguaging learning opportunities generated to high school students’ oral participation

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dc.contributor.advisorHerazo Rivera, José Davidspa
dc.contributor.authorArias Monterroza, Diana Carolina
dc.contributor.authorGarcía Contreras, Sarah Cristina
dc.date.accessioned2023-08-01T15:29:11Z
dc.date.available2023-08-01T15:29:11Z
dc.date.issued2023-07-18
dc.description.abstractStudents' oral participation during lessons is fundamental for learning a new language, since it creates opportunities for both meaning production and understanding. However, it is common that school students participate little or mostly in Spanish (L1) during English (L2) lessons; such is the case of the group of Colombian students that were the focus of this study. This action research investigated the opportunities of code-switching and code-blending translanguaging strategies to promote students’ oral participation in L2 lessons. Translanguaging allows two different languages to be used simultaneously as a single linguistic repertoire during communication to enhance the development of the languages involved. Several studies have shown that there is a need for further study to explore the reasons for students’ little oral participation in L2 lessons and how this phenomenon could be overcome through the implementation of strategies such as translanguaging. Data included one class observation, teacher interview, a survey to students, three lesson observations, and a teachers’ reflective journal. Analysis suggested that code-switching and code-blending may have generated an increase in oral participation opportunities in the L2 classroom. Additionally, there was a notorious use of the students’ English-Spanish linguistic repertoire to support L2 learning. However, these changes may also be explained by the integration of translanguaging to meaningful learning activities and topics. The study advocates for the use of Spanish and English flexibly during lessons, as part of a single repertoire students and teachers can use to promote L2 learning in Colombian L2 classrooms.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontents1 Translanguaging learning opportunities generated to high school students’ oral participation...................................... 5spa
dc.description.tableofcontents2 Conceptual framework...................................................8spa
dc.description.tableofcontents2.1 Translanguaging................................................8spa
dc.description.tableofcontents2.2 Bilingualism............................................10spa
dc.description.tableofcontents2.3 Plurilingualism...............................................12spa
dc.description.tableofcontents2.4 Oral participation............................................14spa
dc.description.tableofcontents2.5 Code-switching............................................15spa
dc.description.tableofcontents2.6 Code-blending..........................................16spa
dc.description.tableofcontents3 Literature Review.................................................17spa
dc.description.tableofcontents4 Methods......................................21spa
dc.description.tableofcontents4.1 Research design.........................................21spa
dc.description.tableofcontents4.2 Context and participants.....................................24spa
dc.description.tableofcontents4.3 Data Analysis.......................................27spa
dc.description.tableofcontents5 Findings.......................................31spa
dc.description.tableofcontents5.1 Regular lesson observation.....................................31spa
dc.description.tableofcontents5.2 First translanguaging lesson.......................................37spa
dc.description.tableofcontents5.3 First translanguaging lesson: part two....................................42spa
dc.description.tableofcontents5.4 Third translanguaging lesson..........................................47spa
dc.description.tableofcontents6 Discussion and Conclusions.........................................54spa
dc.description.tableofcontents7 Implications and Limitations.......................................57spa
dc.description.tableofcontents8 Bibliography.....................................59spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7534
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2023spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsTranslanguagingeng
dc.subject.keywordsOral participationeng
dc.subject.keywordsCode-switchingeng
dc.subject.keywordsCode-blendingeng
dc.subject.proposalTranslenguajespa
dc.subject.proposalParticipación oralspa
dc.subject.proposalCambio de códigospa
dc.subject.proposalCombinación de códigospa
dc.titleTranslanguaging learning opportunities generated to high school students’ oral participationspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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