My favorite subject is lengua because the teacher es un cracktranslanguaging in CLIL student writing

  1. Moore, Pat 1
  2. López Stoelting, Sara 1
  1. 1 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

Aldizkaria:
CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education

ISSN: 2604-5613,  2604-5893

Argitalpen urtea: 2021

Alea: 4

Zenbakia: 1

Orrialdeak: 7-18

Mota: Artikulua

DOI: 10.5565/REV/CLIL.49 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education

Laburpena

Interpretem AICLE com a educació bilingüe atès que contribueix a crear bilingües; i ens interessa el comportament dels bilingües emergents. Ens adherim també a la idea de repertoris lingüístics holístics en comptes de llengües separables. En aquest estudi seguim en part la investigació realitzada per Celaya (2008) i Agustín-Llach (2009), per tal d’explorar exemples de translanguaging (designat en alguns casos com a "transllenguar") en la producció escrita d’alumnat AICLE. Ens centrem en tres categories de llenguatge infós per la L1: préstec, traducció i estrangerització. Si bé s’han considerat anteriorment com a errades, suggerim que seria més útil que el professorat les tractés com a estratègies comunicatives que sorgeixen de manera natural, és a dir, com a manifestació del bilingüisme emergent de l’alumnat. Comparem dues bases de dades de producció escrita de l’alumnat recollides en un interval de 3,5 anys i analitzem l’evolució de la seva competència, tal i com s’evidencia en els textos.

Erreferentzia bibliografikoak

  • Adamson, J., & Coulson, D. (2015). Translanguaging in English academic writing preparation. International Journal of Pedagogies and Learning, 10(1), 24–37.
  • https://doi.org/10.1080/22040552.2015.1084674
  • Agustín-Llach, M. P. (2007). Lexical errors as writing quality predictors. Studia Linguistica, 61(1), 1–19.
  • https://doi.org/10.1111/j.1467-9582.2007.00127.x
  • Agustín-Llach, M. P. (2009). The role of Spanish L1 in the vocabulary use of CLIL and non-CLIL EFL learners. In Ruiz de Zarobe, Y. & Jiménez Catalán, R.M. (Eds.), Content and Language Integrated Learning: Evidence from research in Europe, 122–129. Multilingual Matters.
  • https://doi.org/10.21832/9781847691675-010
  • Agustín-Llach, M. P. (2010). An Overview of variables affecting lexical transfer in writing: A review study. International Journal of Linguistics, 2(1), 2–17.
  • https://doi.org/10.5296/ijl.v2i1.445
  • Agustín-Llach, M. P. (2015). Lexical errors in writing at the end of primary and secondary education: Description and pedagogical implications. Porta Linguarum, 23, 109–124.
  • http://hdl.handle.net/10481/29120
  • Blackledge, A., & Creese, A. (2014). Heteroglossia as practice and pedagogy. Springer.
  • https://doi.org/10.1007/978-94-007-7856-6_1
  • Butzkamm, W. (1998). Code-switching in a bilingual history lesson: The mother tongue as a conversational lubricant. International Journal of Bilingual Education and Bilingualism, 1(2), 81–99.
  • https://doi.org/10.1080/13670059808667676
  • Celaya, M. L. (2008). I study ‘Natus’ in English: lexical transfer in CLIL and regular learners. In Monroy, R. & Sánchez, A. (Eds.), Actas del XXV Congreso de Aesla: 25 Años de Lingüística en España: hitos y retos, 43–49. Murcia: RESLA/Universidad de Murcia.
  • Cook, V. (2007). The Goals of ELT: Reproducing native speakers or promoting multicompetence among second language users? International Handbook of English Language Teaching, 237–248. Springer.
  • https://doi.org/10.1007/978-0-387-46301-8_18
  • Council of Europe. (2001). The Common European Framework for Languages: Learning, Teaching, Assessment. Modern Languages Division.
  • https://rm.coe.int/1680459f97
  • Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 94(1), 103–115.
  • https://doi.org/10.1111/j.1540-4781.2009.00986.x
  • Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters.Working Papers on Bilingualism, 19, 121–129.
  • Cummins, J. (1980). The construct of language proficiency in bilingual education. In Alatis, J.E. (Ed.), Georgetown University Round Table on Languages and Linguistics, 81–103. Georgetown University Press.
  • Dağdeviren Kırmızı, G. (2018). Lexical errors and linguistic calques as lexical transfer in EFL writing: A case study. Başkent University Journal of Education,5(2), 99–106.
  • DeGraff, M. (2002). Relexification: A reevaluation. Anthropological Linguistics, 44(4), 321–414.
  • Drier, B. (2004). Ghostbusting: On consciousness, psychotypology, and the role of explicit instruction. Nagaoka University of Technology Bulletin of Language Sciences and Humanities, 18, 117–130.
  • Dworin, J. E. (2003). Insights into biliteracy development: Toward a bidirectional theory of bilingual pedagogy. Journal of Hispanic Higher Education, 2(2), 171–186.
  • https://doi.org/10.1177/1538192702250621
  • European Commission. (2015). Language teaching and learning in multilingual classrooms.
  • https://op.europa.eu/en/publication-detail/-/publication/c5673e19-c292-11e6-a6db-01aa75ed71a1
  • Falk, M. L. (2015) English and Swedish in CLIL student texts. The Language Learning Journal, 43(3), 304–318.
  • https://doi.org/10.1080/09571736.2015.1053280
  • Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36(1), 3–15.
  • https://doi.org/10.1016/0093-934X(89)90048-5
  • Hall, C. J. (2002). The automatic cognate form assumption: Evidence for the parasitic model of vocabulary development. IRAL – International Review of Applied Linguistics in Language Teaching, 40(2), 69–87.
  • https://doi.org/10.1515/iral.2002.008
  • Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271–308. Cambridge University Press.
  • https://doi.org/10.1017/S0261444812000067
  • Hamers, J. F., & Blanc, H. A. (1989). Bilinguality and bilingualism. Cambridge University Press.
  • Heltai, P. (2004). Ready-made language and translation. In Hansen, G. Malmkjær, K. & Gile, D. (Eds.), Claims, changes and challenges in translation studies, 51–71.John Benjamins.
  • https://doi.org/10.1075/btl.50.06hel
  • Hemchua, S. & Schmitt, N. (2006). An analysis of lexical errors in the English composition of Thai learners. Prospect, 21(3), 3–25.
  • James, C. (1998). Errors in language learning and use: Exploring error analysis. Longman.
  • Kellerman, E. (1979). Transfer and non-transfer: Where we are now. Studies in Second Language Acquisition, 2(1), 37–57.
  • https://doi.org/10.1017/S0272263100000942
  • Lasagabaster, D. (2017). ‘I always speak English in my classes’: Reflections on the use of the L1/L2 in English-medium instruction. In Llinares, A. & Morton, T. (Eds.), Applied Linguistics Perspectives on CLIL, 251–267. John Benjamins.
  • https://doi.org/10.1075/lllt.47.15las
  • Laufer, B. (1991). Some properties of the foreign language learner’s lexicon as evidenced by lexical confusions. IRAL – International Review of Applied Linguistics in Language Teaching, 29(4), 317–348.
  • https://doi.org/10.1515/iral.1991.29.4.317
  • Lin, A. M. Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74–89.
  • https://doi.org/10.1080/07908318.2014.1000926
  • Lin, A. M. Y., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL classrooms. Journal of Language, Identity and Education, 16(4), 228–244.
  • https://doi.org/10.1080/15348458.2017.1328283
  • Lipski, J. M. (2005). Code-Switching or borrowing? No sé so no puedo decir, you know. Proceedings of the second workshop on Spanish sociolinguistics, 1–15. Cascadilla Proceedings Project Somerville, MA.
  • https://doi.org/10.1075/itl.83-84.09sch
  • Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64–77.
  • https://doi.org/10.1017/S0261444809990310
  • Lorenzo, F. & Moore, P. (2010). On the natural emergence of language structures in CLIL: towards a theory of European educational bilingualism. In Dalton-Puffer, C.; Nikula, T. & Smit, U. (Eds.), Language use and Language Learning in CLIL Classrooms, 23–38. John Benjamins.
  • https://doi.org/10.1075/aals.7.02lor
  • Marian, V. & Kaushanskaya, M. (2007). Cross-linguistic transfer and borrowing in bilinguals. Applied Psycholinguistics, 28(2), 369–390.
  • https://doi.org/10.1017/s014271640707018x
  • Maxwell-Reid, C. (2010). Content and Language Integrated Learning (CLIL): The influence of studying through English on Spanish students’ first-language written discourse. Text and Talk, 30(6), 679–699.
  • https://doi.org/10.1515/TEXT.2010.033
  • Meriläinen, L., Riionheimo, H., Kuusi, P., & Lantto, H. (2016). Loan translations as a language contact phenomenon: Crossing the boundaries between contact linguistics, second language acquisition research and translation studies. Philologia Estonica Tallinnensis, 1, 104–124.
  • https://doi.org/10.22601/PET.2016.01.07
  • Moore, P. (2018). Becoming bilingual in the EFL classroom. ELT Journal, 72(2), 130–140.
  • https://doi.org/10.1093/elt/ccx045
  • Moore, P. & Nikula, T. (2016) Translanguaging in CLIL. In Nikula, T., Dafouz, E., Moore, P. & Smit, U. (Eds.), Conceptualising Integration in CLIL and Multilingual Education, 211–234. Multilingual Matters.
  • https://doi.org/10.21832/9781783096145-013
  • Moore, P. & Turnbull, B. (in press). Emergent bilingualism in foreign language education. In Mohebbi, H. & Coombe, C. (Eds.), Research questions in language education: A reference guide for teachers. Springer.
  • Muñoz, C. (2006). Age and the rate of foreign language learning. Multilingual Matters.
  • https://doi.org/10.1002/j.1545-7249.2008.tb00131.x
  • Myers-Scotton, C. (1995). Duelling Languages: grammatical structure in codeswitching. Language, 71(1), 135–140.
  • https://doi.org/10.2307/415966
  • Navés, T., Miralpeix, I., & Celaya, M.L. (2005). Who transfers more… and what? Crosslinguistic influence in relation to school grade and language dominance in EFL. International Journal of Multilingualism, 2(2), 113–134.
  • https://doi.org/10.1080/14790710508668380
  • Nikula, T., & Moore, P. (2019). Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism, 22(2), 237–249.
  • https://doi.org/10.1080/13670050.2016.1254151
  • Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307.
  • https://doi.org/10.1515/applirev-2015-0014
  • Oxford, R. (1994). Language learning strategies: an update. ERIC Digest.
  • https://eric.ed.gov/?id=ED376707
  • Pavlenko, A., & Jarvis, S. (2002). Bidirectional transfer. Applied Linguistics, 23(2), 190–214.
  • https://doi.org/10.1093/applin/23.2.190
  • Pavón Vázquez, V., & Ramos Ordóñez, M. del C. (2019). Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction. International Journal of Bilingual Education and Bilingualism, 22(1), 35–48.
  • https://doi.org/10.1080/13670050.2018.1511681
  • Pena Díaz, C., & Porto Requejo, M. D. (2008). Teacher beliefs in a CLIL education project. Porta Linguarum, 10, 151–161.
  • https://doi.org/10.30827/Digibug.31786
  • Psaltou-Tzoysy, A., Alexiou, T., & Mattheoudakis, M. (2014). Language learning strategies in CLIL and non-CLIL classes. Thessaloniki: Aristotle University of Thessaloniki.
  • San Isidro, X., & Lasagabaster, D. (2018). Code-switching in a CLIL multilingual setting: A longitudinal qualitative study. International Journal of Multilingualism, 16(3), 336–356.
  • https://doi.org/10.1080/14790718.2018.1477781
  • Sankoff, D., Poplack, S., &Vanniarajan, S. (1990). The case of the nonce loan in Tamil. Language Variation and Change, 2(1), 71–101.
  • https://doi.org/10.1017/S0954394500000272
  • Schmid, S. (1993). Learning Strategies for closely related languages: On the Italian spoken by Spanish immigrants in Switzerland. In Kettemann, B. & Wieden, W. (Eds.), Current Issues in European Second Language Acquisition Research, 405–418. Gunter Narr Verlag.
  • https://doi.org/10.5167/uzh-112598
  • Seidlhofer, B. (2003). A Concept of International English and related issues: from ‘real’ English to realistic English. Strasbourg: Language Policy Division, Council of Europe.
  • Skinnari, K., & Nikula, T. (2017). Teachers’ perceptions on the changing role of language in the curriculum. European Journal of Applied Linguistics, 5(2), 223–244.
  • https://doi.org/10.1515/eujal-2017-0005
  • Tsuchiya, K. (2019). Translanguaging Performances in a CLIL Classroom at a Japanese University. In Tsuchiya, K. & Pérez Murillo, M. (Eds.), Content and Language Integrated Learning in Spanish and Japanese Contexts, 263–284. Palgrave Macmillan.
  • https://doi.org/10.1007/978-3-030-27443-6_11
  • William, D. & Leahy, S. (2015). Embedding Formative Assessment: Practical Techniques for K-12 Classrooms. Learning Sciences International.
Datuen iturria: Dialnet