Exploring pre-service language teachers’ beliefs about translanguaging.

La presente investigación fue un estudio de caso cualitativo que exploró las creencias de seis estudiantes de lenguas acerca de nociones de bilingüismo menos tradicionales, como lo es el translanguaging. Es inevitable que hoy día las sociedades se han vuelto más bilingües o multilingües, especialmen...

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Autores:: Pastor Riveros, Karen Julieth

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2025

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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repository_id_str
dc.title.spa.fl_str_mv	Exploring pre-service language teachers’ beliefs about translanguaging.
dc.title.translated.eng.fl_str_mv	Exploring pre-service language teachers’ beliefs about translanguaging.
title	Exploring pre-service language teachers’ beliefs about translanguaging.
spellingShingle	Exploring pre-service language teachers’ beliefs about translanguaging. Bilingüismo Educación Estudiantes de lenguas Profesores de lenguas Formación docente Translanguaging Bilingualism Education Pre-service language teachers Teacher education
title_short	Exploring pre-service language teachers’ beliefs about translanguaging.
title_full	Exploring pre-service language teachers’ beliefs about translanguaging.
title_fullStr	Exploring pre-service language teachers’ beliefs about translanguaging.
title_full_unstemmed	Exploring pre-service language teachers’ beliefs about translanguaging.
title_sort	Exploring pre-service language teachers’ beliefs about translanguaging.
dc.creator.fl_str_mv	Pastor Riveros, Karen Julieth
dc.contributor.advisor.spa.fl_str_mv	Cruz Arcila, Ferney
dc.contributor.author.none.fl_str_mv	Pastor Riveros, Karen Julieth
dc.subject.spa.fl_str_mv	Bilingüismo Educación Estudiantes de lenguas Profesores de lenguas Formación docente
topic	Bilingüismo Educación Estudiantes de lenguas Profesores de lenguas Formación docente Translanguaging Bilingualism Education Pre-service language teachers Teacher education
dc.subject.keywords.eng.fl_str_mv	Translanguaging Bilingualism Education Pre-service language teachers Teacher education
description	La presente investigación fue un estudio de caso cualitativo que exploró las creencias de seis estudiantes de lenguas acerca de nociones de bilingüismo menos tradicionales, como lo es el translanguaging. Es inevitable que hoy día las sociedades se han vuelto más bilingües o multilingües, especialmente en el contexto de la globalización, así la diversidad y los contactos lingüísticos se han visto afectados. De este modo, es importante considerar explorar prácticas más inclusivas de bilingüismo, como translanguaging, que tenga presente diferentes lenguas, culturas, identidades y problemáticas actuales en los contextos de los estudiantes. En el presente estudio surgieron cuatro categorías del análisis de las creencias de los estudiantes de lenguas, la cual fue recolectada a través de encuestas, entrevistas, y notas de campo tomadas durante sesiones grupales. De los resultados se resaltó que los participantes no sabían nada acerca de translanguaging, pero a través de las sesiones grupales, ellos reconocieron que es una noción más inclusiva de bilingüismo en la enseñanza de las lenguas, que podría beneficiar sus actuales o futuras prácticas.
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-06-19T19:28:43Z
dc.date.available.none.fl_str_mv	2025-06-19T19:28:43Z
dc.date.issued.none.fl_str_mv	2025
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
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dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv	repourl: http://repositorio.pedagogica.edu.co/
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identifier_str_mv	instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Abutalebi, J., & Weekes, B. S. (2014). The cognitive neurology of bilingualism in the age of globalization. Behavioural Neurology, 2014, 1–3. https://doi.org/10.1155/2014/536727 Bohórquez Trespalacios, S. (2018). Fostering intercultural awareness through vocabulary activities in an efl classroom. Universidad Pedagógica Nacional. Burns, A., Richards C., (2009) Cambridge guide to second language teacher education. Cambridge University Press. Burton, J., & Rajendram, S. (2019). Translanguaging-as-resource: University ESL instructors’ language orientations and attitudes toward translanguaging. TESL Canada journal, 36(1), 21–47. https://doi.org/10.18806/tesl.v36i1.1301 Canagarajah, S. (2006). Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. College English. Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. Modern Language Journal, 95(3), 401–417. https://doi.org/10.1111/j.1540-4781.2011.01207.x Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied linguistics review, 2(2011). Carrero, L., Oliveros, Z., Salas, M. (2023) Addressing Translanguaging Practices at Higher Education in a Bilingual Virtual Learning. Universidad Santo Tomas. Environment involving learners from Diverse Regions of Colombia Corcoran, J. N., Morgan, B., Ng, J., Song, H., & Valencia, M. (2023). Trans/plurilingual Pedagogies: A Multiethnography. https://doi.org/10.1590/1678-460x202356227 Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35. https://doi.org/10.1017/s0267190514000233 Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3a ed.). SAGE Publications. Cruz Arcila, F. (2018). The wisdom of teachers’ personal theories: Creative ELT practices from Colombian rural schools. PROFILE Issues in Teachers Professional Development, 20(2), 65–78. https://doi.org/10.15446/profile.v20n2.67142 Fallas, E., & Dillard-Paltrineri, E. (2015) Professors’ and Students’ Conflicting Beliefs about Translanguaging in the EFL Classroom: Dismantling the Monolingual Bias. Universidad Nacional, Costa Rica. http://hdl.handle.net/11056/19648 García, O., Flores, N., Seltzer, K., Wei, L., Otheguy, R., & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 18(3), 203–228. https://doi.org/10.1080/15427587.2021.1935957 Garcia, O., & Wei, L. (2013). Translanguaging: Language, bilingualism and education. Palgrave Pivot. Gómez, L. (2011) Fostering Intercultural Communicative Competence Through Reading Authentic Literary Texts in an Advanced Colombian EFL Classroom: A Constructivist Perspective. PROFILE Vol. 14, No. 1. https://revistas.unal.edu.co/index.php/profile/article/view/29055/29331 Gorter, D., & Arocena, E. (2020). Teachers’ beliefs about multilingualism in a course on translanguaging. System, 92(102272), 102272. https://doi.org/10.1016/j.system.2020.102272 Guerrero, C. H. (2009). Language Policies in Colombia: The Inherited Disdain for our Native Languages. HOW, 16(1), 11–24. Retrieved from https://howjournalcolombia.org/index.php/how/article/view/74 Gutierrez, C. P., & Aguirre Ortega, M. (2022). English instructors navigating decoloniality with Afro Colombian and Indigenous university students. Ikala, 27(3), 783–802. https://doi.org/10.17533/udea.ikala.v27n3a11 Hungwe, V. (2019). Using a translanguaging approach in teaching paraphrasing to enhance reading comprehension in first-year students. Reading & writing, 10(1). https://doi.org/10.4102/rw.v10i1.216 Hurst, E. (2017). “Translanguaging” as a socially just pedagogy. Education as change, 21(2), 126–148. https://doi.org/10.17159/1947-9417/2017/2015 International Journal of Research in Education, 3(2), 239–247. https://doi.org/10.26877/ijre.v3i2.15911 Johnson Karen, E. (2009). Second language teacher education: A sociocultural perspective. Taylor & Francis Group. Kumaravadivelu, B. (1999). Critical classroom discourse analysis. TESOL quarterly, 33(3), 453. https://doi.org/10.2307/3587674 Kumaravadivelu, B. (2007). Cultural globalization and language education. Yale University Press. Kumaravadivelu, B. (1994). The postmethod condition: Emerging strategies for second/foreign language teaching [J]. TESOL Quarterly, 28, 27-47. Learning a culture -- enculturation and acculturation. (s/f). Snu.edu. Recuperado el 7 de junio de 2024, de https://home.snu.edu/~hculbert/encultur.htm Learning a culture -- enculturation and acculturation. (s/f). Snu.edu. Recuperado el 7 de junio de 2024, de https://home.snu.edu/~hculbert/encultur.htm Leong, F. T. L., & Austin, J. T. (2005). The Psychology Research Handbook: A guide for Graduate Students and Research Assistants. SAGE Publications. Marsevani, M., & Julia, H. (2023). Translanguaging practices in language classrooms. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4a ed.). Standards Information Network. (Merriam & Tisdell, 2016) Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4a ed.). Jossey-Bass. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4a ed.). Standards Information Network. (n.d). Edu.co. Recuperado el 6 de noviembre de 2023, de http://humanidades.upn.edu.co/departamento-de-lenguas/mision-y-vision/ Niño, J. B. N. (2018). LOS ESTUDIANTES EXTRANJEROS Y SU PROCESO DE APRENDIZAJE DEL ESPAÑOL EN COLOMBIA: PRIMEROS INDICIOS DEL TRANSLANGUAJEO. Alfa Revista de Linguística (São José do Rio Preto), 62(1), 53–73. https://doi.org/10.1590/1981-5794-1804-3 Ortega, Y. (2019). “Teacher, ¿Puedo Hablar en Español?” A Reflection on Plurilingualism and Translanguaging Practices in EFL. PROFILE Issues in Teachers Professional Development, 21(2), 155–170. https://doi.org/10.15446/profile.v21n2.74091 Shimahara, N. (1970). Enculturation-A reconsideration. Current Anthropology, 11(2), 143–154. https://doi.org/10.1086/201115 Schön, D. A. (2009). Educating the reflective practitioner: Toward a New Design for teaching and learning in the professions. John Wiley & Sons. Taner, G. (2022). EFL teachers’ opinions on the use of L1 in L2 classrooms: Role of experience and context. Focus on ELT Journal, 74–90. https://doi.org/10.14744/felt.2022.4.1.6 Ubaque-Casallas, D. F. (2023). Using translanguaging to decolonize English language teaching in Colombia: A narrative inquiry. Ikala, 28(3), 1–17. https://doi.org/10.17533/udea.ikala.348890 Universidad Pedagógica Nacional (n.d) Principios y Objetivos. https://www.upn.edu.co/principios-y-objetivos/ Usma Wilches, Jaime A. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile Issues in Teachers` Professional Development, (11), 123-142. Retrieved April 20, 2025, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902009000100009&lng=en&tlng=en. Wenger-Trayner, E. and Wenger-Trayner, B. (2015) An introduction to communities of practice: a brief overview of the concept and its uses. Available from authors at https://www.wenger-trayner.com/introduction-to-communities-of-practice.
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spelling	Cruz Arcila, FerneyPastor Riveros, Karen Julieth2025-06-19T19:28:43Z2025-06-19T19:28:43Z2025http://hdl.handle.net/20.500.12209/21151instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/La presente investigación fue un estudio de caso cualitativo que exploró las creencias de seis estudiantes de lenguas acerca de nociones de bilingüismo menos tradicionales, como lo es el translanguaging. Es inevitable que hoy día las sociedades se han vuelto más bilingües o multilingües, especialmente en el contexto de la globalización, así la diversidad y los contactos lingüísticos se han visto afectados. De este modo, es importante considerar explorar prácticas más inclusivas de bilingüismo, como translanguaging, que tenga presente diferentes lenguas, culturas, identidades y problemáticas actuales en los contextos de los estudiantes. En el presente estudio surgieron cuatro categorías del análisis de las creencias de los estudiantes de lenguas, la cual fue recolectada a través de encuestas, entrevistas, y notas de campo tomadas durante sesiones grupales. De los resultados se resaltó que los participantes no sabían nada acerca de translanguaging, pero a través de las sesiones grupales, ellos reconocieron que es una noción más inclusiva de bilingüismo en la enseñanza de las lenguas, que podría beneficiar sus actuales o futuras prácticas.Submitted by Karen Julieth Pastor Riveros (kjpastorr@upn.edu.co) on 2025-06-07T16:22:06Z No. of bitstreams: 2 Exploring Pre-service Language Teachers Beliefs about Translanguaging.pdf: 3381479 bytes, checksum: aeff9bd34c62cc7e9e74026abd768b81 (MD5) Licencia de uso kjpr.PDF: 374144 bytes, checksum: d6b936545329bad657cf567cca1af117 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2025-06-09T22:04:24Z (GMT) No. of bitstreams: 2 Exploring Pre-service Language Teachers Beliefs about Translanguaging.pdf: 3381479 bytes, checksum: aeff9bd34c62cc7e9e74026abd768b81 (MD5) Licencia de uso kjpr.PDF: 374144 bytes, checksum: d6b936545329bad657cf567cca1af117 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2025-06-19T19:28:43Z (GMT) No. of bitstreams: 2 Exploring Pre-service Language Teachers Beliefs about Translanguaging.pdf: 3381479 bytes, checksum: aeff9bd34c62cc7e9e74026abd768b81 (MD5) Licencia de uso kjpr.PDF: 374144 bytes, checksum: d6b936545329bad657cf567cca1af117 (MD5)Made available in DSpace on 2025-06-19T19:28:43Z (GMT). No. of bitstreams: 2 Exploring Pre-service Language Teachers Beliefs about Translanguaging.pdf: 3381479 bytes, checksum: aeff9bd34c62cc7e9e74026abd768b81 (MD5) Licencia de uso kjpr.PDF: 374144 bytes, checksum: d6b936545329bad657cf567cca1af117 (MD5) Previous issue date: 2025Licenciado en Español e InglésPregradoThis qualitative case study explored pre-service language teachers’ beliefs about less traditional notions and visions of bilingualism, such as translanguaging. It is unavoidable that societies are becoming bilingual or multilingual in these days of globalization, and linguistic contact and diversity are exacerbated. Thus, it is important to consider exploring more inclusive ways of bilingualism, including different languages, cultures, identities, and issues present in students’ contexts, such as translanguaging. Four categories emerged from the analysis of preservice language teachers’ beliefs, which were collected from surveys, interviews, and field notes taken from group discussions. The findings highlighted that pre-service language teachers did not know about translanguaging, but throughout the group discussions, they recognized that it is a more inclusive notion of bilingualism in language teaching that could benefit their current practices greatly.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalBilingüismoEducaciónEstudiantes de lenguasProfesores de lenguasFormación docenteTranslanguagingBilingualismEducationPre-service language teachersTeacher educationExploring pre-service language teachers’ beliefs about translanguaging.Exploring pre-service language teachers’ beliefs about translanguaging.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAbutalebi, J., & Weekes, B. S. (2014). The cognitive neurology of bilingualism in the age of globalization. Behavioural Neurology, 2014, 1–3. https://doi.org/10.1155/2014/536727Bohórquez Trespalacios, S. (2018). Fostering intercultural awareness through vocabulary activities in an efl classroom. Universidad Pedagógica Nacional.Burns, A., Richards C., (2009) Cambridge guide to second language teacher education. Cambridge University Press.Burton, J., & Rajendram, S. (2019). Translanguaging-as-resource: University ESL instructors’ language orientations and attitudes toward translanguaging. TESL Canada journal, 36(1), 21–47. https://doi.org/10.18806/tesl.v36i1.1301Canagarajah, S. (2006). Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. College English.Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. Modern Language Journal, 95(3), 401–417. https://doi.org/10.1111/j.1540-4781.2011.01207.xCanagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied linguistics review, 2(2011).Carrero, L., Oliveros, Z., Salas, M. (2023) Addressing Translanguaging Practices at Higher Education in a Bilingual Virtual Learning. Universidad Santo Tomas. Environment involving learners from Diverse Regions of ColombiaCorcoran, J. N., Morgan, B., Ng, J., Song, H., & Valencia, M. (2023). Trans/plurilingual Pedagogies: A Multiethnography. https://doi.org/10.1590/1678-460x202356227Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35. https://doi.org/10.1017/s0267190514000233Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3a ed.). SAGE Publications.Cruz Arcila, F. (2018). The wisdom of teachers’ personal theories: Creative ELT practices from Colombian rural schools. PROFILE Issues in Teachers Professional Development, 20(2), 65–78. https://doi.org/10.15446/profile.v20n2.67142Fallas, E., & Dillard-Paltrineri, E. (2015) Professors’ and Students’ Conflicting Beliefs about Translanguaging in the EFL Classroom: Dismantling the Monolingual Bias. Universidad Nacional, Costa Rica. http://hdl.handle.net/11056/19648García, O., Flores, N., Seltzer, K., Wei, L., Otheguy, R., & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 18(3), 203–228. https://doi.org/10.1080/15427587.2021.1935957Garcia, O., & Wei, L. (2013). Translanguaging: Language, bilingualism and education. Palgrave Pivot.Gómez, L. (2011) Fostering Intercultural Communicative Competence Through Reading Authentic Literary Texts in an Advanced Colombian EFL Classroom: A Constructivist Perspective. PROFILE Vol. 14, No. 1. https://revistas.unal.edu.co/index.php/profile/article/view/29055/29331Gorter, D., & Arocena, E. (2020). Teachers’ beliefs about multilingualism in a course on translanguaging. System, 92(102272), 102272. https://doi.org/10.1016/j.system.2020.102272Guerrero, C. H. (2009). Language Policies in Colombia: The Inherited Disdain for our Native Languages. HOW, 16(1), 11–24. Retrieved from https://howjournalcolombia.org/index.php/how/article/view/74Gutierrez, C. P., & Aguirre Ortega, M. (2022). English instructors navigating decoloniality with Afro Colombian and Indigenous university students. Ikala, 27(3), 783–802. https://doi.org/10.17533/udea.ikala.v27n3a11Hungwe, V. (2019). Using a translanguaging approach in teaching paraphrasing to enhance reading comprehension in first-year students. Reading & writing, 10(1). https://doi.org/10.4102/rw.v10i1.216Hurst, E. (2017). “Translanguaging” as a socially just pedagogy. Education as change, 21(2), 126–148. https://doi.org/10.17159/1947-9417/2017/2015 International Journal of Research in Education, 3(2), 239–247. https://doi.org/10.26877/ijre.v3i2.15911Johnson Karen, E. (2009). Second language teacher education: A sociocultural perspective. Taylor & Francis Group.Kumaravadivelu, B. (1999). Critical classroom discourse analysis. TESOL quarterly, 33(3), 453. https://doi.org/10.2307/3587674Kumaravadivelu, B. (2007). Cultural globalization and language education. Yale University Press.Kumaravadivelu, B. (1994). The postmethod condition: Emerging strategies for second/foreign language teaching [J]. TESOL Quarterly, 28, 27-47. Learning a culture -- enculturation and acculturation. (s/f). Snu.edu. Recuperado el 7 de junio de 2024, de https://home.snu.edu/~hculbert/encultur.htmLearning a culture -- enculturation and acculturation. (s/f). Snu.edu. Recuperado el 7 de junio de 2024, de https://home.snu.edu/~hculbert/encultur.htmLeong, F. T. L., & Austin, J. T. (2005). The Psychology Research Handbook: A guide for Graduate Students and Research Assistants. SAGE Publications.Marsevani, M., & Julia, H. (2023). Translanguaging practices in language classrooms.Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4a ed.). Standards Information Network. (Merriam & Tisdell, 2016)Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4a ed.). Jossey-Bass.Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4a ed.). Standards Information Network. (n.d). Edu.co. Recuperado el 6 de noviembre de 2023, de http://humanidades.upn.edu.co/departamento-de-lenguas/mision-y-vision/Niño, J. B. N. (2018). LOS ESTUDIANTES EXTRANJEROS Y SU PROCESO DE APRENDIZAJE DEL ESPAÑOL EN COLOMBIA: PRIMEROS INDICIOS DEL TRANSLANGUAJEO. Alfa Revista de Linguística (São José do Rio Preto), 62(1), 53–73. https://doi.org/10.1590/1981-5794-1804-3Ortega, Y. (2019). “Teacher, ¿Puedo Hablar en Español?” A Reflection on Plurilingualism and Translanguaging Practices in EFL. PROFILE Issues in Teachers Professional Development, 21(2), 155–170. https://doi.org/10.15446/profile.v21n2.74091Shimahara, N. (1970). Enculturation-A reconsideration. Current Anthropology, 11(2), 143–154. https://doi.org/10.1086/201115Schön, D. A. (2009). Educating the reflective practitioner: Toward a New Design for teaching and learning in the professions. John Wiley & Sons.Taner, G. (2022). EFL teachers’ opinions on the use of L1 in L2 classrooms: Role of experience and context. Focus on ELT Journal, 74–90. https://doi.org/10.14744/felt.2022.4.1.6Ubaque-Casallas, D. F. (2023). Using translanguaging to decolonize English language teaching in Colombia: A narrative inquiry. Ikala, 28(3), 1–17. https://doi.org/10.17533/udea.ikala.348890Universidad Pedagógica Nacional (n.d) Principios y Objetivos. https://www.upn.edu.co/principios-y-objetivos/Usma Wilches, Jaime A. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile Issues in Teachers` Professional Development, (11), 123-142. Retrieved April 20, 2025, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902009000100009&lng=en&tlng=en.Wenger-Trayner, E. and Wenger-Trayner, B. (2015) An introduction to communities of practice: a brief overview of the concept and its uses. Available from authors at https://www.wenger-trayner.com/introduction-to-communities-of-practice. 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Exploring pre-service language teachers’ beliefs about translanguaging.

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