Teaching English through pedagogical translanguaging in the Basque Country
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2024-09-24
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Jaén: Universidad de Jaén
Resumen
[ES] Este Trabajo de Fin de Máster realiza una revisión actualizada del translenguaje pedagógico para culminar con la
aplicación de este enfoque en el aula de inglés como lengua extranjera. Comienza por analizar el uso de la lengua en la
enseñanza del inglés, los orígenes de la educación bilingüe y la metodología AICLE. Se centra principalmente en el uso
de este enfoque en el País Vasco, describiendo prácticas docentes y estudiando la realidad de los repertorios
lingüísticos del alumnado. El último fin es demostrar los beneficios de este enfoque y realizar una propuesta práctica
sobre el uso del translenguaje pedagógico en la asignatura de inglés como primera lengua extranjera en Educación
Secundaria en una comunidad bilingüe como es el País Vasco.
[ES] This MA dissertation carries out an updated review of pedagogical translanguaging to culminate with the application of this approach in the English as a foreign language classroom. It begins by analysing the use of the language in the teaching of English, the origins of bilingual education and CLIL methodology. It focuses mainly on the use of this approach in the Basque Country, describing teaching practices and studying the reality of the linguistic repertoires of the students. The ultimate goal is to demonstrate the benefits of this approach and to set forth a practical proposal on the use of pedagogical translanguaging in the subject of English as a first foreign language in Secondary Education in a bilingual community such as the Basque Country.
[ES] This MA dissertation carries out an updated review of pedagogical translanguaging to culminate with the application of this approach in the English as a foreign language classroom. It begins by analysing the use of the language in the teaching of English, the origins of bilingual education and CLIL methodology. It focuses mainly on the use of this approach in the Basque Country, describing teaching practices and studying the reality of the linguistic repertoires of the students. The ultimate goal is to demonstrate the benefits of this approach and to set forth a practical proposal on the use of pedagogical translanguaging in the subject of English as a first foreign language in Secondary Education in a bilingual community such as the Basque Country.