Promoting translanguaging (or not) in the ESP classroom: An analysis of monoglossic and heteroglossic practices and discourses

The idea of translanguaging as a potential resource for language and content learning runs counter to “the monolingual principle” (Cummins, 2009), according to which languages should be taught separately in order to (a) avoid interference from other languages and (b) increase the learners exposure t...

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Bibliographic Details
Published in:System (Linköping) 2022-07, Vol.107, p.102795, Article 102795
Main Authors: Cots, Josep M., Gallego-Balsà, Lídia, Llanes, Àngels
Format: Article
Language:English
Subjects:
Classroom practices and discourses
ESP
Translanguaging
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Summary:The idea of translanguaging as a potential resource for language and content learning runs counter to “the monolingual principle” (Cummins, 2009), according to which languages should be taught separately in order to (a) avoid interference from other languages and (b) increase the learners exposure to the target language. This study has two main goals: (i) characterise the classroom practices and discourses of two instructors in line with their respective monoglossic or heteroglossic perspective in the context of a university course module on business English; (ii) provide empirical evidence for the impact of translanguaging practices in the form of language learning outcomes. The analysis is mainly based on observations and audiovisual recordings of classroom sessions and the students’ performance before and after a 16-week teaching intervention.
ISSN:0346-251X
1879-3282
DOI:10.1016/j.system.2022.102795