Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition

This article focuses on the development of morphological awareness in English as a third language. It analyses how the activation of previous linguistic knowledge can influence morphological awareness. Participants were 104 primary school students who were learning English as a third language and we...

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Detalles Bibliográficos
Autores: Leonet Sieso, Oihana, Cenoz Iragui, Miren Jasone, Gorter, Durk
Tipo de recurso: artículo
Fecha de publicación:2020
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/41848
Acceso en línea:http://hdl.handle.net/10810/41848
Access Level:acceso abierto
Palabra clave:morphological awareness
translanguaging
multilingual education
multilingualism
multilingual repertoire
vocabulary acquisition
school
interventions
metaanalysis
instruction
strategies
classroom
learners
chinese
read
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repository_id_str
spelling Developing morphological awareness across languages: translanguaging pedagogies in third language acquisitionLeonet Sieso, OihanaCenoz Iragui, Miren JasoneGorter, Durkmorphological awarenesstranslanguagingmultilingual educationmultilingualismmultilingual repertoirevocabulary acquisitionschoolinterventionsmetaanalysisinstructionstrategiesclassroomlearnerschinesereadThis article focuses on the development of morphological awareness in English as a third language. It analyses how the activation of previous linguistic knowledge can influence morphological awareness. Participants were 104 primary school students who were learning English as a third language and were already fluent in two other languages, Basque and Spanish. Participants in the experimental group took part in a pedagogical intervention aiming at the development of morphological awareness by using translanguaging pedagogies. The aim of the intervention was to enable participants to use their linguistic repertoire across languages and benefit from their multilingual resources. Results indicate that participants in the experimental group obtained higher scores in morphological awareness than the control group from the same school. In addition, participants in the experimental group perceived that the use of translanguaging strategies was useful for their learning and also enjoyable as a teaching approach.This work was supported by the MINECO/FEDER [grant number EDU2015-63967-R] and the Basque Government [grant number DREAM IT-1225-19].Routledge Journals, Taylor & Francis202020202020info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/41848reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MINECO/EDU2015-63967-R/https://www.tandfonline.com/doi/full/10.1080/09658416.2019.1688338info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/3.0/es/This is an Open access article distributed under the terms of the Creative Commons attribution-nonCommercial-noDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any waAtribución-NoComercial-SinDerivadas 3.0 Españaoai:addi.ehu.eus:10810/418482026-06-18T09:23:17Z
dc.title.none.fl_str_mv Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition
title Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition
spellingShingle Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition
Leonet Sieso, Oihana
morphological awareness
translanguaging
multilingual education
multilingualism
multilingual repertoire
vocabulary acquisition
school
interventions
metaanalysis
instruction
strategies
classroom
learners
chinese
read
title_short Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition
title_full Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition
title_fullStr Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition
title_full_unstemmed Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition
title_sort Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition
dc.creator.none.fl_str_mv Leonet Sieso, Oihana
Cenoz Iragui, Miren Jasone
Gorter, Durk
author Leonet Sieso, Oihana
author_facet Leonet Sieso, Oihana
Cenoz Iragui, Miren Jasone
Gorter, Durk
author_role author
author2 Cenoz Iragui, Miren Jasone
Gorter, Durk
author2_role author
author
dc.subject.none.fl_str_mv morphological awareness
translanguaging
multilingual education
multilingualism
multilingual repertoire
vocabulary acquisition
school
interventions
metaanalysis
instruction
strategies
classroom
learners
chinese
read
topic morphological awareness
translanguaging
multilingual education
multilingualism
multilingual repertoire
vocabulary acquisition
school
interventions
metaanalysis
instruction
strategies
classroom
learners
chinese
read
description This article focuses on the development of morphological awareness in English as a third language. It analyses how the activation of previous linguistic knowledge can influence morphological awareness. Participants were 104 primary school students who were learning English as a third language and were already fluent in two other languages, Basque and Spanish. Participants in the experimental group took part in a pedagogical intervention aiming at the development of morphological awareness by using translanguaging pedagogies. The aim of the intervention was to enable participants to use their linguistic repertoire across languages and benefit from their multilingual resources. Results indicate that participants in the experimental group obtained higher scores in morphological awareness than the control group from the same school. In addition, participants in the experimental group perceived that the use of translanguaging strategies was useful for their learning and also enjoyable as a teaching approach.
publishDate 2020
dc.date.none.fl_str_mv 2020
2020
2020
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/41848
url http://hdl.handle.net/10810/41848
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MINECO/EDU2015-63967-R/
https://www.tandfonline.com/doi/full/10.1080/09658416.2019.1688338
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
Atribución-NoComercial-SinDerivadas 3.0 España
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/3.0/es/
Atribución-NoComercial-SinDerivadas 3.0 España
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Routledge Journals, Taylor & Francis
publisher.none.fl_str_mv Routledge Journals, Taylor & Francis
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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