Scholarlink

Since the early 2000s, the scholarship associated with as code-meshing, code-switching, multilanguaging, translanguaging, polylanguaging, metrolingualism, and multilingualismmultilingualism has grown exponentially. This work has accounted for the systematic, purposeful, and natural way in which multilingual people communicate, suggesting the benefits of harnessing this multilingual potential for classroom instruction. Within this trans framework framework, translanguaging represents both a strategy to challenge constricting colonial monolingual mindsetsmonolingual mindsets (Canagarajah & Dovchin, 2019; Otheguy et al., 2015; Savski, 2023) and a pathway toward decolonizing foreign and second language education (Bettney, 2022; Macedo, 2019; Mendoza et al., 2024; Ramírez, 2023). Following the language-based theory of language developed by Systemic Functional LinguisticsSystemic Functional Linguistics (SFL), this chapter describes an approach called Genre-Based Pedagogical TranslanguagingTranslanguaging (GBPTGBPT) as a possible step toward an imperial rupture with the dominance of English-only methods in English as an Additional Language (EALEAL) teaching (see Kartika-Ningsih, 2019, 2020; Kartika-Ningsih & Gunawan, 2019; Kartika-Ningsih & Rose, 2018; Ramírez, 2020, 2022, 2023; Ramírez & González, in press). The pedagogical description and its decolonial potentialdecolonial potential are contextualized through a teacher’s journey using GBPT, and the genre-based instruction of a unit focused on local environmental leaders in an EAL class for 4th graders in a public school in southwest Bogotá, Colombia.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Decolonizing Language Instruction Through Genre-Based Pedagogical Translanguaging in an English as an Additional Language Colombian Classroom

  • 章节

  • 发表日期：

    2025年

查看全文
  • Yuly Andrea González,
  • Andrés Ramírez

摘要

Since the early 2000s, the scholarship associated with as code-meshing, code-switching, multilanguaging, translanguaging, polylanguaging, metrolingualism, and multilingualismmultilingualism has grown exponentially. This work has accounted for the systematic, purposeful, and natural way in which multilingual people communicate, suggesting the benefits of harnessing this multilingual potential for classroom instruction. Within this trans framework framework, translanguaging represents both a strategy to challenge constricting colonial monolingual mindsetsmonolingual mindsets (Canagarajah & Dovchin, 2019; Otheguy et al., 2015; Savski, 2023) and a pathway toward decolonizing foreign and second language education (Bettney, 2022; Macedo, 2019; Mendoza et al., 2024; Ramírez, 2023). Following the language-based theory of language developed by Systemic Functional LinguisticsSystemic Functional Linguistics (SFL), this chapter describes an approach called Genre-Based Pedagogical TranslanguagingTranslanguaging (GBPTGBPT) as a possible step toward an imperial rupture with the dominance of English-only methods in English as an Additional Language (EALEAL) teaching (see Kartika-Ningsih, 2019, 2020; Kartika-Ningsih & Gunawan, 2019; Kartika-Ningsih & Rose, 2018; Ramírez, 2020, 2022, 2023; Ramírez & González, in press). The pedagogical description and its decolonial potentialdecolonial potential are contextualized through a teacher’s journey using GBPT, and the genre-based instruction of a unit focused on local environmental leaders in an EAL class for 4th graders in a public school in southwest Bogotá, Colombia.