Resumen

CARSTENS, Adelia. The interplay between theory and praxis in developing a curriculum centred on translanguaging. SPiL plus (Online) [online]. 2017, vol.53, pp.25-39. ISSN 2224-3380.  http://dx.doi.org/10.5842/53-0-732.

This article investigates the practice of translanguaging in the context of a group of Afrikaans-speaking first-year Construction Economics students enrolled for an academic literacy module in English, in 2016. The research was conducted with a view to describe the systematics of the practices followed, and the possible value of a descriptive model for future curriculum development. First, an overview is provided of linguistic and applied linguistic theories that support first-language usage in a second-language classroom. This is followed by a discussion of the difference between learner-centred and lecturer-centred translanguaging, which serves as a departure point for advancing a pedagogic framework for translanguaging. The empirical part of the article describes a case study of limited scope aimed at the translanguaging preferences and practices of first-year Construction Economics students. The data collected through pre-and post-intervention questionnaires were analysed using both quantitative and qualitative methods. It would seem that even prior to the commencement of the module, students were positively inclined towards using systematic translanguaging, and their attitude towards the intervention remained positive. During the intervention, lecturer-centred translanguaging was used for functions such as classroom management, clarifying grammar and vocabulary, and communicating with individual students. Learner-centred translanguaging took place particularly during interpersonal communication with fellow students and the lecturer, and for planning and discussions in small groups. Analysing the data highlighted two aspects of the pedagogics of translanguaging that previously did not receive adequate attention in the literature, namely the difference and interrelationship between translanguaging and translation; and the sometimes unilateral focus on translanguaging in the direction of the L1, compared to the inverse, translanguaging in the direction of the L2. Based on the research findings, a curriculum model is proposed, which could serve as a basis for planning translanguaging in contexts where new subject concepts are acquired together with the acquisition of a second language as academic language. This highlights the fact that applied linguistics focuses both on theoretical and on empirical methods in designing solutions to practical language problems.

Palabras clave : academic literacy; applied linguistics; bilingualism; construction economics; translanguaging.

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