Translanguaging in a French-medium CLIL course: An action research on a novice teacher’s course preparation

Xiuwen Chen; Ke Zhao; Qinran Dang

doi:10.30827/portalin.viVIII.29213

Autores/as

Xiuwen Chen SHANGHAI UNIVERSITY OF FINANCE AND ECNOMICS
Ke Zhao SHANGHAI UNIVERSITY OF FINANCE AND ECNOMICS
Qinran Dang SHANGHAI UNIVERSITY OF FINANCE AND ECNOMICS

DOI:

https://doi.org/10.30827/portalin.viVIII.29213

Palabras clave:

AICLE, translingüismo, preparación de cursos, francés-medio

Resumen

El translenguaje se ha considerado un enfoque apropiado para abordar los desafíos que los profesores y los alumnos experimentan en las aulas de aprendizaje integrado de contenido y lenguaje (AICLE), no obstante, escasos estudios han discutido las prácticas translingüísticas en la preparación de los cursos de aprendizaje integrado de contenido para un tercer idioma. El presente estudio tiene como objetivo explorar las prácticas translingüísticas del profesorado a la hora de preparar cursos AICLE a través de idiomas ajenos al inglés (IEAAI) en una institución china de educación terciaria. Para abordar el objetivo de investigación, recopilamos los datos incluidos en los documentos de planificación y diseño del curso de una profesora AICLE principiante, los materiales didácticos y otros materiales de referencia, así como los informes reflexivos escritos por la profesora. A través de un análisis de frecuencia y un análisis temático de los datos, el presente estudio no solo documentó el flujo dinámico de las prácticas translingüísticas durante la preparación de los cursos AICLE, sino que también identificó múltiples funciones cumplidas por diferentes idiomas en el contexto AICLE.

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Citas

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FUNDING INFORMATION. This paper was supported by Program for Innovative Research Team of Shanghai University of Finance and Economics (IRTSHUFE) under Grant [2020110925] and by [the Fundamental Research Funds for the Central Universities, SUFE] under Grant [2020110892].