The use of elements of translanguaging in teaching third or additional languages: some advantages and limitations

• Teresa Maria Wlosowicz ^[1]
  1. [1] University of Social Scienes, Łódź
• Localización: Multidisciplinary journal of school education, ISSN-e 2543-8409, ISSN 2543-7585, Vol. 17, Nº. 1, 2020 (Ejemplar dedicado a: Language and the visual arts in education), págs. 133-169
• Idioma: inglés
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• Resumen

  • The purpose of the paper is an analysis of the advantages and limitations of the use of translanguaging, or the mobilisation of students’ whole multilingual repertoires to facilitate understanding and learning (Lewis, Jones, Baker, 2012, p. 655), in the teaching of third or additional languages (De Angelis’s (2007) term) at the university level. The paper is based on two studies by the [name deleted to maintain the integrity of the review process], on the use of translanguaging in the teaching of Spanish [name deleted to maintain the integrity of the review process] and French [name deleted to maintain the integrity of the review process]. It analyses the use of translanguaging for the purposes of explanation and awareness-raising, taking into consideration the increased language learning experience and awareness of multilingual students (cf. Hufeisen, 2018), and its perception by the students. However, despite its advantages, it also has limitations related to students’ lack of experience with translanguaging and unwillingness to use their multilingual repertoires in learning particular languages.