| dc.contributor | Herazo Rivera, José David | |
| dc.creator | Arias Monterroza, Diana Carolina | |
| dc.creator | García Contreras, Sarah Cristina | |
| dc.date | 2023-08-01T15:29:11Z | |
| dc.date | 2023-08-01T15:29:11Z | |
| dc.date | 2023-07-18 | |
| dc.date.accessioned | 2023-09-06T21:58:15Z | |
| dc.date.available | 2023-09-06T21:58:15Z | |
| dc.identifier | https://repositorio.unicordoba.edu.co/handle/ucordoba/7534 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8711253 | |
| dc.description | Students' 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. | |
| dc.description | 1 Translanguaging learning opportunities generated to high school students’ oral participation...................................... 5 | |
| dc.description | 2 Conceptual framework...................................................8 | |
| dc.description | 2.1 Translanguaging................................................8 | |
| dc.description | 2.2 Bilingualism............................................10 | |
| dc.description | 2.3 Plurilingualism...............................................12 | |
| dc.description | 2.4 Oral participation............................................14 | |
| dc.description | 2.5 Code-switching............................................15 | |
| dc.description | 2.6 Code-blending..........................................16 | |
| dc.description | 3 Literature Review.................................................17 | |
| dc.description | 4 Methods......................................21 | |
| dc.description | 4.1 Research design.........................................21 | |
| dc.description | 4.2 Context and participants.....................................24 | |
| dc.description | 4.3 Data Analysis.......................................27 | |
| dc.description | 5 Findings.......................................31 | |
| dc.description | 5.1 Regular lesson observation.....................................31 | |
| dc.description | 5.2 First translanguaging lesson.......................................37 | |
| dc.description | 5.3 First translanguaging lesson: part two....................................42 | |
| dc.description | 5.4 Third translanguaging lesson..........................................47 | |
| dc.description | 6 Discussion and Conclusions.........................................54 | |
| dc.description | 7 Implications and Limitations.......................................57 | |
| dc.description | 8 Bibliography.....................................59 | |
| dc.description | Pregrado | |
| dc.description | Licenciado(a) en Lenguas Extranjeras con Énfasis en Inglés | |
| dc.description | Trabajos de Investigación y/o Extensión | |
| dc.format | application/pdf | |
| dc.format | application/pdf | |
| dc.format | application/pdf | |
| dc.language | eng | |
| dc.publisher | Facultad de Educación y Ciencias Humanas | |
| dc.publisher | Montería, Córdoba, Colombia | |
| dc.publisher | Licenciatura en Lenguas Extranjeras con Énfasis en Inglés | |
| dc.rights | Copyright Universidad de Córdoba, 2023 | |
| dc.rights | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.rights | Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) | |
| dc.subject | Translenguaje | |
| dc.subject | Participación oral | |
| dc.subject | Cambio de código | |
| dc.subject | Combinación de código | |
| dc.subject | Translanguaging | |
| dc.subject | Oral participation | |
| dc.subject | Code-switching | |
| dc.subject | Code-blending | |
| dc.title | Translanguaging learning opportunities generated to high school students’ oral participation | |
| dc.type | Trabajo de grado - Pregrado | |
| dc.type | info:eu-repo/semantics/bachelorThesis | |
| dc.type | http://purl.org/coar/resource_type/c_7a1f | |
| dc.type | info:eu-repo/semantics/submittedVersion | |
| dc.type | Text | |
