{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/90593"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/90593","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Monolingual policies in the EFL/bilingual classroom: teachers' perceptions of and beliefs about L1/L2 use.","abstract":"Second and foreign language programs often adopt monolingual pedagogies that promote strict language separation of the L1 and L2, with the intent of maximizing students' exposure to the target language. This qualitative study presents an analysis of the attitudes and beliefs of two co-teachers in an EFL/Bilingual classroom at a private bilingual school in Asuncion, Paraguay, by focusing on how the school's language policy influences their practices and responses to students' language use in the classroom. The conceptual framework for this study draws from translanguaging as a theory of bilingualism and biliteracy development, grounded on the dynamic and interrelated discursive practices of bilingual and multilingual speakers (García & Wei, 2014). Findings reveal teachers engage in unplanned and unconscious natural translanguaging practices to give voice and promote metalinguistic awareness. Findings further illuminate how the language policy overrides the teachers' opinion on the pedagogical value of the other language, exposing a juxtaposition between teachers' beliefs and practices. The language transactions on behalf of teachers and students alike in this context extend the findings of previous studies in ESL settings. The results of the study offer several implications for EFL/bilingual programs, suggesting translanguaging as a valuable pedagogy to structure spaces conducive to the purposeful and dynamic use of learners' entire linguistic repertoire.","abstract_html":"Second and foreign language programs often adopt monolingual pedagogies that promote strict language separation of the L1 and L2, with the intent of maximizing students' exposure to the target language. This qualitative study presents an analysis of the attitudes and beliefs of two co-teachers in an EFL/Bilingual classroom at a private bilingual school in Asuncion, Paraguay, by focusing on how the school's language policy influences their practices and responses to students' language use in the classroom. The conceptual framework for this study draws from translanguaging as a theory of bilingualism and biliteracy development, grounded on the dynamic and interrelated discursive practices of bilingual and multilingual speakers (García & Wei, 2014). Findings reveal teachers engage in unplanned and unconscious natural translanguaging practices to give voice and promote metalinguistic awareness. Findings further illuminate how the language policy overrides the teachers' opinion on the pedagogical value of the other language, exposing a juxtaposition between teachers' beliefs and practices. The language transactions on behalf of teachers and students alike in this context extend the findings of previous studies in ESL settings. The results of the study offer several implications for EFL/bilingual programs, suggesting translanguaging as a valuable pedagogy to structure spaces conducive to the purposeful and dynamic use of learners' entire linguistic repertoire.","abstract_has_math":false,"creators":["Rojas Villasanti, Analia Soledad"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Dávila, Liv Thorstensson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-07-07T19:54:26Z","date_published":"2016-07-07T19:54:26Z","updated_at":"2026-07-22T22:26:34Z","subjects":["language policies","English-only","bilingual education","bilingualism","EFL teaching","translanguaging","bilingual pedagogies","language functions","educators' perceptions"],"languages":["en"],"rights":["Copyright 2016 Analia Rojas Villasanti"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/90593","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dávila, Liv Thorstensson"]},{"key":"dc:creator","label":"Author","values":["Rojas Villasanti, Analia Soledad"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-07-07T19:54:26Z","2016-04-20","2016-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["language policies","English-only","bilingual education","bilingualism","EFL teaching","translanguaging","bilingual pedagogies","language functions","educators' perceptions"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Analia Rojas Villasanti"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/90593"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Second and foreign language programs often adopt monolingual pedagogies that promote strict language separation of the L1 and L2, with the intent of maximizing students' exposure to the target language. This qualitative study presents an analysis of the attitudes and beliefs of two co-teachers in an EFL/Bilingual classroom at a private bilingual school in Asuncion, Paraguay, by focusing on how the school's language policy influences their practices and responses to students' language use in the classroom. The conceptual framework for this study draws from translanguaging as a theory of bilingualism and biliteracy development, grounded on the dynamic and interrelated discursive practices of bilingual and multilingual speakers (García & Wei, 2014). Findings reveal teachers engage in unplanned and unconscious natural translanguaging practices to give voice and promote metalinguistic awareness. Findings further illuminate how the language policy overrides the teachers' opinion on the pedagogical value of the other language, exposing a juxtaposition between teachers' beliefs and practices. The language transactions on behalf of teachers and students alike in this context extend the findings of previous studies in ESL settings. The results of the study offer several implications for EFL/bilingual programs, suggesting translanguaging as a valuable pedagogy to structure spaces conducive to the purposeful and dynamic use of learners' entire linguistic repertoire.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-07-07 without embargo terms","The student, Analia Rojas Villasanti, accepted the attached license on 2016-04-20 at 14:52.","The student, Analia Rojas Villasanti, submitted this Thesis for approval on 2016-04-20 at 15:18.","This Thesis was approved for publication on 2016-04-20 at 15:51.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9380 on 2016-07-07 at 13:31:56","Made available in DSpace on 2016-07-07T19:54:26Z (GMT). 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The language transactions on behalf of teachers and students alike in this context extend the findings of previous studies in ESL settings. The results of the study offer several implications for EFL/bilingual programs, suggesting translanguaging as a valuable pedagogy to structure spaces conducive to the purposeful and dynamic use of learners' entire linguistic repertoire.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-07-07 without embargo terms","The student, Analia Rojas Villasanti, accepted the attached license on 2016-04-20 at 14:52.","The student, Analia Rojas Villasanti, submitted this Thesis for approval on 2016-04-20 at 15:18.","This Thesis was approved for publication on 2016-04-20 at 15:51.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9380 on 2016-07-07 at 13:31:56","Made available in DSpace on 2016-07-07T19:54:26Z (GMT). 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