Desconstruyendo la falacia del monolinguïsmoanálisis etnográfico del cambio de código como estrategia pedagógica en la enseñanza de contenidos

  1. Montes Granado, María Consuelo
Zeitschrift:
Aula: Revista de Pedagogía de la Universidad de Salamanca

ISSN: 0214-3402

Datum der Publikation: 2000

Nummer: 12

Seiten: 55-67

Art: Artikel

Andere Publikationen in: Aula: Revista de Pedagogía de la Universidad de Salamanca

Zusammenfassung

This article aims to deconstruct a pedagogical discourse in the realm of content learning through English as a vehicular language which, following the monolingualism fallacy, has ignored the role code-switching to the mother tongue may have as a didactic strategy. I begin by introducing the roots and implications of the aforementioned fallacy, and then proceed to present an analysis of several types of code-switching, some non-pedagogical, others beneficial, which have been implemented in a real university context, using the ethnographic methodology of participant observation. The conclusion is that certain code-switches may have a pedagogical potential but they must be conceived of as tactics that require an awareness of their symbolic complexity and their contextual adequacy.