A qualitative analysis of teachers´ reasons for translanguaging

Iratxe Serna-Bermejo

doi:10.30827/portalin.vi43.30561

Autores/as

Iratxe Serna-Bermejo Universidad del País Vasco/Euskal Herriko Unibertsitatea https://orcid.org/0000-0001-6344-4897

DOI:

https://doi.org/10.30827/portalin.vi43.30561

Palabras clave:

translenguaje, Multilingüismo, Bilingüismo, universidad, EMI

Resumen

En un momento en que la internacionalización se ha convertido en un objetivo clave en la educación superior, los programas EMI se consideran un pilar de las medidas implementadas para lograr este fin. El presente estudio se realizó en la Universidad de (anónimo), institución con dos idiomas oficiales (euskera y castellano), por lo que inglés sería la L3. Este entorno lingüístico lo convierte en un contexto multilingüe ideal para analizar el translenguaje. El translenguaje es en la actualidad un tema muy relevante y, en cierta medida, controvertido, especialmente en aquellos contextos donde la tradición docente fomenta la exclusión de la L1 del aula de lenguas extranjeras, como es el caso de la UPV/EHU. Nuestro objetivo es identificar los motivos de los docentes para el translenguaje tanto en el contexto EMI como en el BMI (instrucción mediante el euskera). Tras realizar nuestro estudio, identificamos seis objetivos para que estos profesores recurran al translenguaje: (i) proporcionar una traducción; (ii) La influencia del español en el euskera: el uso de expresiones españolas; (iii) Translenguaje para atraer la atención de los estudiantes; (iv) Translenguaje como crítica; (v) Limpieza y purismo lingüísticos; (vi) Translenguaje en relación a la cultura y el contexto local.

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Biografía del autor/a

Iratxe Serna-Bermejo, Universidad del País Vasco/Euskal Herriko Unibertsitatea

Iratxe Serna-Bermejo holds a PhD in the Language Acquisition in Multilingual Settings programme at the University of the Basque Country UPV/EHU, Spain. She is currently teaching at the Faculty of Education at the UPV/EHU in the Department of Didactics of Language and Literature. She has published in international journals (International Journal of Multilingualism; International Journal of Applied Linguistics etc.) and editorials. Iratxe has done a research stay at the University of Auckland (New Zealand). Her research interests centre on EMI at university, translanguaging, classroom interaction, multilingualism, language attitudes and motivation.

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FUNDING INFORMATION:

This work was supported by the Spanish Ministry of Science and Innovation under Grant PID2020-117882GB-I00.