El uso del inglés como lengua franca enseñando una segunda lengua: perspectivas de docentes
DOI:
https://doi.org/10.36517/ep14.95271Palavras-chave:
creencias de docentes, translingüismo, educación interculturalResumo
La presente investigación explora las perspectivas de profesores/as de educación primaria sobre el uso del inglés como lengua franca en un aula de segunda lengua, en un contexto donde el inglés se habla como lengua de herencia por alumnos/as migrantes. El diseño de la investigación fue cualitativo y se emplearon tres métodos diferentes para examinar las perspectivas de doce profesores/as: (a) un cuestionario; (b) escritura reflexiva; y (c) elicitación de metáforas. Los/las profesores/as que no hablaban inglés se mostraron reacios/as a incorporar prácticas de translingüismo en su enseñanza. Sin embargo, la triangulación de los resultados reveló una postura mayoritariamente positiva hacia el translingüismo usando el inglés, que apoya el aprendizaje eficaz de alumnos/as de origen inmigrante. El estudio subraya la importancia de la formación de los/las profesores/as para que puedan apreciar las ventajas del translingüismo pedagógico en el contexto de la educación intercultural y la enseñanza de segundas lenguas a alumnos/as de origen migrante.
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