2019/07/01 by Yecid Ortega · 1 voice
Social Sciences · Arts and Humanities · #Multilingual Education and Policy #Second Language Learning and Teaching #EFL/ESL Teaching and Learning
paper · pdf · doi:10.15446/profile.v21n2.74091
openalex publication_date 2019/07/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01
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.