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- W3085272308 abstract "In this chapter, I report findings of a qualitive study I conducted with three Costa Rican EFL instructors regarding their stances toward translanguaging. Using critical dialogues, I document the instructors’ ambivalent ideological postures and the ways these shifted over time. Drawing on a language ideologies lens, I examine how their individual postures are informed by personal, institutional, and societal ideological orientations and how they manage to agentively reconfigure and appropriate them. Findings suggest that critical dialogues play an important role in providing instructors with opportunities to engage in the interrogation of the ideologies undergirding their teaching practices and the examination of the extent to which their pedagogical choices are shaped by circulating language ideologies. By and large, this study highlights (1) the potential of critical dialogues to help instructors develop agency to challenge broader ideologies, and (2) the promises translanguaging holds to serve as an entry point to resist the language ideologies currently shaping the EFL department in question." @default.
- W3085272308 created "2020-09-21" @default.
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- W3085272308 date "2020-01-01" @default.
- W3085272308 modified "2023-10-18" @default.
- W3085272308 title "EFL Instructors’ Ambivalent Ideological Stances Toward Translanguaging: Collaborative Reflection on Language Ideologies" @default.
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- W3085272308 doi "https://doi.org/10.1007/978-3-030-47031-9_15" @default.
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