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Full-Text Articles in Education
For Critical Language Awareness And Against The “Exclusive-Use-Of-The-Target-Language” Myth: The Effects Of Sociolinguistic Content In English In An Elementary Spanish Classroom, Beatriz Lado, José Del Valle
For Critical Language Awareness And Against The “Exclusive-Use-Of-The-Target-Language” Myth: The Effects Of Sociolinguistic Content In English In An Elementary Spanish Classroom, Beatriz Lado, José Del Valle
Publications and Research
Scholars have advocated for critical approaches to language education (e.g., Del Valle, 2014; Leeman & Serafini, 2016), including those that promote the development of Critical Language Awareness, CLA (e.g., Alim, 2010; Leeman, 2018). The goal is to develop students’ critical knowledge of the cultural, political, and social dimensions of language. To this end, Del Valle (2014) suggests the inclusion of language-related content units taught in the first or shared language from the early stages of language learning. This proposal entails revising strong beliefs such as the use of the non-target language in the new language classroom. The purpose of our …
Language Attitudes In Algeria, Kamal Belmihoub
Language Attitudes In Algeria, Kamal Belmihoub
Publications and Research
No abstract provided.
Translanguaging, Sara Vogel, Ofelia García
Translanguaging, Sara Vogel, Ofelia García
Publications and Research
Translanguaging is a theoretical lens that offers a different view of bilingualism and multilingualism. The theory posits that rather than possessing two or more autonomous language systems, as has been traditionally thought, bilinguals, multilinguals, and indeed, all users of language, select and deploy particular features from a unitary linguistic repertoire to make meaning and to negotiate particular communicative contexts. Translanguaging also represents an approach to language pedagogy that affirms and leverages students’ diverse and dynamic language practices in teaching and learning.