Exploring pre-service language teachers’ beliefs about translanguaging.

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dc.contributor.advisorCruz Arcila, Ferneyspa
dc.contributor.authorPastor Riveros, Karen Julieth
dc.date.accessioned2025-06-19T19:28:43Z
dc.date.available2025-06-19T19:28:43Z
dc.date.issued2025
dc.description.abstractLa presente investigación fue un estudio de caso cualitativo que exploró las creencias de seis estudiantes de lenguas acerca de nociones de bilingüismo menos tradicionales, como lo es el translanguaging. Es inevitable que hoy día las sociedades se han vuelto más bilingües o multilingües, especialmente en el contexto de la globalización, así la diversidad y los contactos lingüísticos se han visto afectados. De este modo, es importante considerar explorar prácticas más inclusivas de bilingüismo, como translanguaging, que tenga presente diferentes lenguas, culturas, identidades y problemáticas actuales en los contextos de los estudiantes. En el presente estudio surgieron cuatro categorías del análisis de las creencias de los estudiantes de lenguas, la cual fue recolectada a través de encuestas, entrevistas, y notas de campo tomadas durante sesiones grupales. De los resultados se resaltó que los participantes no sabían nada acerca de translanguaging, pero a través de las sesiones grupales, ellos reconocieron que es una noción más inclusiva de bilingüismo en la enseñanza de las lenguas, que podría beneficiar sus actuales o futuras prácticas.spa
dc.description.abstractenglishThis qualitative case study explored pre-service language teachers’ beliefs about less traditional notions and visions of bilingualism, such as translanguaging. It is unavoidable that societies are becoming bilingual or multilingual in these days of globalization, and linguistic contact and diversity are exacerbated. Thus, it is important to consider exploring more inclusive ways of bilingualism, including different languages, cultures, identities, and issues present in students’ contexts, such as translanguaging. Four categories emerged from the analysis of preservice language teachers’ beliefs, which were collected from surveys, interviews, and field notes taken from group discussions. The findings highlighted that pre-service language teachers did not know about translanguaging, but throughout the group discussions, they recognized that it is a more inclusive notion of bilingualism in language teaching that could benefit their current practices greatly.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Español e Inglésspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12209/21151
dc.language.isoengspa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyFacultad de Humanidadesspa
dc.publisher.programLicenciatura en Español e Inglésspa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectBilingüismospa
dc.subjectEducaciónspa
dc.subjectEstudiantes de lenguasspa
dc.subjectProfesores de lenguasspa
dc.subjectFormación docentespa
dc.subject.keywordsTranslanguagingeng
dc.subject.keywordsBilingualismeng
dc.subject.keywordsEducationeng
dc.subject.keywordsPre-service language teacherseng
dc.subject.keywordsTeacher educationeng
dc.titleExploring pre-service language teachers’ beliefs about translanguaging.spa
dc.title.translatedExploring pre-service language teachers’ beliefs about translanguaging.eng
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1feng
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Pregradospa

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