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This paper explores the potential of pedagogical translanguaging in enhancing English language learning in the Basque Autonomous Community, where socioeconomic factors significantly influence proficiency levels. It discusses the integration of English as a third language in educational contexts alongside Basque and Spanish, emphasizing the need for flexible language practices to address inequalities. The findings suggest that while English proficiency has improved among young people, disparities remain link

Author

leireclaro0611

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EN