| dc.description.abstract | Much has been said about what is the best additional language classroom approach to better engage bilingual and emerging bilingual learners in additional language learning. Thus, this research aims to observe the occurrence of translanguaging in the classroom of English teaching in elementary and high school. To this end, we start from the conceptions of García and Wei (2014) and García et al (2019) who see translanguaging pedagogy as an instrument to leverage language teaching, taking as a starting point the role of linguistic repertories in language teaching and learning (BUSH, 2012, 2017). This research is qualitative study and partly ethnographic since we understand that language teaching is co-constructed between teacher and student. Eight people participated in this research, being six students (three students in 6th grade and three students in 1st grade) and two teachers of the respective grades. The instruments used to generate data for this dissertation were: class observations, field notes, diary, the narratives of students and teachers through semi-structured interviews. It is worth mentioning that the data generation of this research occurred in a special moment of pandemic (COVID-19). In the analysis of the data allows us to make the following considerations: from the point of view of the participants and the importance the use of L1 and L2 in the mediation of language classes, we find traces of translanguaging in the statements of the students as well as beliefs regarding the primacy of the native speaker, the idea that in the regular school English is not learned because teaching only focus on grammar, and that the language school presents the ideal context of linguistic practice since the time of exposure in English is greater than in regular school. | |
