Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language

This study investigates the use of metacognitive strategies by young emergent multilingual students in a translanguaging pedagogy scenario. From a multilingual perspective, we understand metacognition as a broader concept that refers to the learning or thinking processes that encapsulate metalinguis...

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Detalles Bibliográficos
Autores: Leonet Sieso, Oihana, Arocena Egaña, Miren Elisabet, Saragueta Garrido, Eider
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/70592
Acceso en línea:http://hdl.handle.net/10810/70592
Access Level:acceso abierto
Palabra clave:metacognitive strategy
metalinguistic awareness
multilingualism
pedagogical translanguaging
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spelling Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign languageLeonet Sieso, OihanaArocena Egaña, Miren ElisabetSaragueta Garrido, Eidermetacognitive strategymetalinguistic awarenessmultilingualismpedagogical translanguagingThis study investigates the use of metacognitive strategies by young emergent multilingual students in a translanguaging pedagogy scenario. From a multilingual perspective, we understand metacognition as a broader concept that refers to the learning or thinking processes that encapsulate metalinguistic and crosslinguistic awareness. We focus on the performance phase of the reading process where students deploy strategies and monitor the progress and quality of the activity. The participants were 48 bilingual fifth graders in a multilingual school in the Basque Autonomous Community in the north of Spain; 39.5% of the students had Basque as their first language, while 60.5% had Spanish, similar to the sociolinguistic context of the school, and all were learning English as a foreign language. Data for this study were collected in the English class while the students were set in pairs to complete a reading comprehension task. Their performance was audio-recorded, and language-related episodes were analysed to explore the strategic behaviour of the students. This analysis identified episodes where students talked about either their language production or language use. The findings show that although pedagogical translanguaging focuses mainly on raising crosslinguistic awareness, it can also develop a broader metalinguistic awareness and facilitate metacognitive reflection. The study highlights the link between enhancing metalinguistic awareness and the development of multilingual students' metacognitive knowledge for effective self-regulated strategic behaviour when reading in a foreign language.This work was supported by the Basque Government (Eusko Jaurlaritza) under Grant IT1666-22 and the Ministerio de Ciencia e Innovación under Grant PID2019-105818GB-I00.Wiley202420242024info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/70592reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MICINN/PID2019-105818GB-I00/https://onlinelibrary.wiley.com/doi/10.1111/lit.12383info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/© 2024 The Author(s). Literacy published by John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.oai:addi.ehu.eus:10810/705922026-06-18T09:23:17Z
dc.title.none.fl_str_mv Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language
title Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language
spellingShingle Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language
Leonet Sieso, Oihana
metacognitive strategy
metalinguistic awareness
multilingualism
pedagogical translanguaging
title_short Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language
title_full Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language
title_fullStr Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language
title_full_unstemmed Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language
title_sort Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language
dc.creator.none.fl_str_mv Leonet Sieso, Oihana
Arocena Egaña, Miren Elisabet
Saragueta Garrido, Eider
author Leonet Sieso, Oihana
author_facet Leonet Sieso, Oihana
Arocena Egaña, Miren Elisabet
Saragueta Garrido, Eider
author_role author
author2 Arocena Egaña, Miren Elisabet
Saragueta Garrido, Eider
author2_role author
author
dc.subject.none.fl_str_mv metacognitive strategy
metalinguistic awareness
multilingualism
pedagogical translanguaging
topic metacognitive strategy
metalinguistic awareness
multilingualism
pedagogical translanguaging
description This study investigates the use of metacognitive strategies by young emergent multilingual students in a translanguaging pedagogy scenario. From a multilingual perspective, we understand metacognition as a broader concept that refers to the learning or thinking processes that encapsulate metalinguistic and crosslinguistic awareness. We focus on the performance phase of the reading process where students deploy strategies and monitor the progress and quality of the activity. The participants were 48 bilingual fifth graders in a multilingual school in the Basque Autonomous Community in the north of Spain; 39.5% of the students had Basque as their first language, while 60.5% had Spanish, similar to the sociolinguistic context of the school, and all were learning English as a foreign language. Data for this study were collected in the English class while the students were set in pairs to complete a reading comprehension task. Their performance was audio-recorded, and language-related episodes were analysed to explore the strategic behaviour of the students. This analysis identified episodes where students talked about either their language production or language use. The findings show that although pedagogical translanguaging focuses mainly on raising crosslinguistic awareness, it can also develop a broader metalinguistic awareness and facilitate metacognitive reflection. The study highlights the link between enhancing metalinguistic awareness and the development of multilingual students' metacognitive knowledge for effective self-regulated strategic behaviour when reading in a foreign language.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/70592
url http://hdl.handle.net/10810/70592
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MICINN/PID2019-105818GB-I00/
https://onlinelibrary.wiley.com/doi/10.1111/lit.12383
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
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
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