Pedagogías del translenguaje en un contexto de inglés para fines específicos: Explorando la conciencia metalingüística de estudiantes trilingües
DOI:
https://doi.org/10.58859/resla.866Palabras clave:
translanguaging, conciencia metalingüística, conciencia morfológica, conciencia de cognados, inglés para fines específicos (ESP)Resumen
Como práctica pedagógica, el translanguaging desarrolla las lenguas que forman parte del repertorio lingüístico del alumnado en un continuo horizontal en lugar de en compartimentos separados. Este enfoque de la pedagogía del lenguaje afirma las prácticas lingüísticas dinámicas de los estudiantes multilingües y, por lo tanto, muchos educadores que trabajan en programas bilingües lo han adoptado en la educación obligatoria con resultados positivos, incluso cuando se trata de lenguas minoritarias. Sin embargo, su potencial en la educación terciaria ha sido menos investigado. El objetivo de este estudio es explorar el efecto de una intervención basada en el translanguaging en la conciencia metalingüística de 31 estudiantes universitarios trilingües de un curso de inglés comercial en la Comunidad Autónoma Vasca. Los resultados mostraron una mejora significativa en la conciencia morfológica así como un aumento en la percepción de similitudes interlingüísticas entre el inglés, el español y el euskera. De esta manera, sugerimos que el translanguaging pedagógico puede ser un enfoque válido en los cursos de ESP y en la educación superior.
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