Developing Cognate Awareness through Pedagogical Translanguaging

Autor/inn/en	Cenoz, Jasone; Leonet, Oihana; Gorter, Durk
Titel	Developing Cognate Awareness through Pedagogical Translanguaging
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 8, S.2759-2773 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cenoz, Jasone) ORCID (Leonet, Oihana) ORCID (Gorter, Durk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1961675
Schlagwörter	Metalinguistics; Teaching Methods; Multilingualism; Elementary School Students; Intervention; Language Usage; Native Language; Second Language Learning; Task Analysis; Word Recognition; Protocol Analysis; Student Attitudes; Spanish; Languages; Code Switching (Language); Foreign Countries; English (Second Language); Grade 5; Contrastive Linguistics; Spain + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Zweitsprachenerwerb; Aufgabenanalyse; Worterkennung; Schülerverhalten; Spanisch; Language; Sprache; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; School year 05; 5. Schuljahr; Schuljahr 05; Linguistics; Kontrastive Linguistik; Spanien
Abstract	This article is on pedagogical translanguaging, understood as planned instructional strategies used with a pedagogical purpose in a multilingual educational context. The paper reports a study on cognate identification and cognate awareness carried out in a multilingual primary school. The study aims at analyzing whether the identification of cognates in three languages is related to linguistic factors and to teaching. The relationship between teaching cognates and metalinguistic awareness is also explored. Half of the participants took part in an intervention based on pedagogical translanguaging using multilingual resources from the students' own repertoire while the other half followed regular classes. Participants completed a background questionnaire and a cognate recognition task. Information was also gathered by means of a think-aloud protocol and an interview. The results indicate that the identification of cognates is connected to the linguistic characteristics of cognates but not to having Basque or Spanish as a first language. Participants who had taken part in the intervention showed a higher development of cognate awareness but there were no significant differences between the groups in cognate identification. The results are exploratory but they indicate that using the languages in the students' whole linguistic repertoire can create more opportunities for language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01