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Abstract

In Puerto Rican academia, Spanish and English are ever-present as students and professors negotiate their everyday language (Spanish) and the “international language of academia” (English). This study uses a translanguaging lens to examine the academic writing of university psychology majors in a neuropsychology course. The data consists of written exams from three sections of the same course (n = 83), all taught by the same professor, but using different languages as the medium of instruction (Spanish, English, and “both”). However, the professor allowed students to answer the written exams in whatever language combination they chose. This chapter describes the translanguaging practices used by students on the exams, and examines the relationship between medium of instruction, question type, and translanguaging practices.

References

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