Por favor, use este identificador para citar o enlazar este ítem: https://hdl.handle.net/10495/16866
Título : Making Heritages Available : Using Translanguaging to Foster 6th Graders’ Reading Comprehension
Autor : Espinosa Muñoz, Marlon David
metadata.dc.contributor.advisor: Calderón Vargas, Diana Milena
Arias Patiño, Natalia
metadata.dc.subject.*: Action research
Creativity (Linguistics)
Reading comprehension
Lenguaje hablado
Spoken language
Expresión oral
Oral expression
Práctica pedagógica
Teaching practice
Bilingüismo
Bilingualism
Enseñanza de una segunda lengua
Second language instruction
Traduction
Traducción
Kafka, Franz, 1883-1924 - Crítica e interpretación
http://id.loc.gov/authorities/subjects/sh85033851
http://id.loc.gov/authorities/subjects/sh85111686
http://id.loc.gov/authorities/subjects/sh85000722
http://vocabularies.unesco.org/thesaurus/concept13199
http://vocabularies.unesco.org/thesaurus/concept10648
http://vocabularies.unesco.org/thesaurus/concept14127
http://vocabularies.unesco.org/thesaurus/concept3895
http://vocabularies.unesco.org/thesaurus/concept3932
Fecha de publicación : 2020
Resumen : ABSTRACT: This action research project had the purpose of exploring the role of translanguaging practices in fostering 6th graders’ reading comprehension of written literary texts at a public institution in El Carmen de Viboral, Antioquia. For this purpose, and as long as the COVID-19 pandemic allowed us, we ventured to read Franz Kafka’s story A Hunger Artist, adapted to make room for both English and Spanish languages. Data was collected through students’ artifacts, questionnaires, journals and a focus group interview. The analysis showed that, in spite of the limitations imposed by the pandemic, appealing to the rich linguistic fluidities of emergent bilinguals has promising possibilities for widening their access to content and a new language at the time they explore their particular voices.
Aparece en las colecciones: Licenciatura en Lenguas Extranjeras - Seccional Oriente

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