The potential of translanguaging as a core teaching practice in an EFL context

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dc.article.number102368
dc.catalogadorpva
dc.contributor.authorBarahona, Malba
dc.date.accessioned2023-05-19T20:25:19Z
dc.date.available2023-05-19T20:25:19Z
dc.date.issued2020
dc.description.abstractThis article reports on a study that sought to identify a set of core practices for teaching English more effectively in a Chilean EFL context. The findings of the study were generated using a Delphi-based panel of Chilean English language educators who were identified as experts, including classroom teachers, university-based teacher educators and educational researchers. The results generated a framework of potential core teaching practices that could afford more effective teaching practices, most notably translanguaging and the more effective integration of L1. Results may inform other contexts as to how to develop more collaborative instances to define core-teaching practices as a participatory process.
dc.fechaingreso.objetodigital2023-07-31
dc.fuente.origenORCID
dc.identifier.doi10.1016/j.system.2020.102368
dc.identifier.issn0346-251X
dc.identifier.urihttps://doi.org/10.1016/j.system.2020.102368
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/67362
dc.information.autorucFacultad de educación ; Barahona, Malba ; 0000-0003-4587-5794 ; 1139416
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final14
dc.pagina.inicio1
dc.revistaSystemes_ES
dc.rightsacceso restringido
dc.subjectCore teaching practiceses_ES
dc.subjectHigh-leverage teaching practiceses_ES
dc.subjectEFLes_ES
dc.subjectDelphi studyes_ES
dc.subjectChilees_ES
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.titleThe potential of translanguaging as a core teaching practice in an EFL contextes_ES
dc.typeartículo
dc.volumen95
sipa.codpersvinculados1139416
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