The potential of translanguaging as a core teaching practice in an EFL context. (December 2020)

• Record Type: Journal Article
• Authors: Barahona, Malba
• Is Part Of: System. Volume 95(2020)
• Publication Date: 2020-12
• Subjects: Core teaching practices -- High-leverage teaching practices -- EFL -- Delphi study -- Chile; Language and languages -- Study and teaching -- Periodicals; Langage et langues -- Étude et enseignement -- Périodiques; Electronic journals; 407
• DOI: 10.1016/j.system.2020.102368
• Languages: English
• ISSNs: 0346-251X

Abstract

Abstract: This 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. Highlights: Delphi study to determine core practices of teaching EFL in a situated context. A framework of potential core practices that could afford more effective teaching practices. Translanguaging and the more effective integration of judicious use of L1 to learn English.