Developing Morphological Awareness across Languages: Translanguaging Pedagogies in Third Language Acquisition

Autor/inn/en	Leonet, Oihana; Cenoz, Jasone; Gorter, Durk
Titel	Developing Morphological Awareness across Languages: Translanguaging Pedagogies in Third Language Acquisition
Quelle	In: Language Awareness, 29 (2020) 1, S.41-59 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leonet, Oihana) ORCID (Cenoz, Jasone) ORCID (Gorter, Durk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2019.1688338
Schlagwörter	Morphology (Languages); Code Switching (Language); English (Second Language); Metalinguistics; Second Language Learning; Second Language Instruction; Teaching Methods; Elementary School Students; Comparative Analysis; Multilingualism; Intervention; Spanish; Language Usage; Scores; Grade 5; Grade 6; Foreign Countries; Bilingual Education; Literacy; Spain + Suchen Sie Ihr Suchwort? Morphology; Morphologie; English as second language; English; Second Language; Englisch als Zweitsprache; Metalanguage; Metasprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Spanisch; Sprachgebrauch; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Bilingual teaching; Bilingualer Unterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Spanien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01