“Teacher, ¿Puedo Hablar en Español?” A Reflection on Plurilingualism and Translanguaging Practices in EFL

Published

2019-07-01

“Profe, ¿Puedo hablar en español?” Una reflexión sobre plurilingüismo y translinguación en la enseñanza del inglés como lengua extranjera

Keywords:

Colombia, English as a foreign language, plurilingualism, social justice, translanguaging (en)
Colombia, inglés como lengua extranjera, justicia social, plurilingüismo, translinguación (es)

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Authors

Yecid Ortega University of Toronto https://orcid.org/0000-0002-4039-074X

Abstract (en)
Abstract (es)

This article uses a classroom experience to exemplify ways in which students as social beings learn English as a foreign language in Colombia and how the teacher uses trans[cultura]linguación. This is a process of making meaning during English-learning tasks while comparing specific linguistic variations as students learn about both their own culture and other people’s cultures. Borrowing from plurilingualism and translanguaging, I describe how a teacher attempts to use a social-justice approach to teaching English by valuing her students’ linguistic and cultural repertoires. I conclude by outlining the implications this has for proposing a paradigm shift from monolithic frameworks of learning language(s) to more dynamic ones in which students’ cultural and linguistic backgrounds are deployed as a platform for addressing issues that are relevant to their communities.

Este artículo es parte de una experiencia de aula para ejemplificar cómo unos estudiantes, a manera de seres sociales, aprenden inglés como lengua extranjera en Colombia y también cómo la profesora usa trans[cultura]linguación, un proceso por el cual se construye significado durante una actividad de inglés mientras se comparan variaciones lingüísticas y los estudiantes aprenden más acerca de su cultura y la de otros. Usando conceptos de plurilingüismo y translinguación, este artículo describe cómo la profesora intenta usar un enfoque de justicia social para la enseñanza del inglés al valorar los repertorios lingüísticos y culturales de sus estudiantes. Como conclusión propongo implicaciones para un cambio de paradigma lingüístico desde un marco monolítico de enseñanza de lengua(s) a uno más dinámico en el cual los antecedentes lingüísticos y culturales de los estudiantes sean usados como plataforma para tratar temas relevantes y relacionados con sus comunidades.

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