Monolingual policies in the EFL/bilingual classroom: teachers' perceptions of and beliefs about L1/L2 use.

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.

Name thesis:degree_name

M.A.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2016

Author dc:creator

• Rojas Villasanti, Analia Soledad

Contributors dc:contributor

• Dávila, Liv Thorstensson

• language policies
• English-only
• bilingual education
• bilingualism
• EFL teaching
• translanguaging
• bilingual pedagogies
• language functions
• educators' perceptions

Statement dc:rights

• Copyright 2016 Analia Rojas Villasanti

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/90593

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/90593