A Shift from a Monoglossic to a Heteroglossic View: Metalinguistic Stego- Translanguaging Lens Approach

Abstract

This research study aims at replacing monoglossic approaches with a stego-translanguaging pedagogy (i.e., the indirect use of the mother tongue to enhance the target language perception and acquisition). To solve the problematic constant decline in the learners’ reading and writing IELTS scores in Port Said Language Center and to check the influence of the stego-translanguaging approach, two groups of participants were randomly chosen, an experimental group with 33 English as a Foreign Language (EFL) learners from different colleges in Port Said University in Egypt and a control group with 30 EFL learners. The participants in the experimental group followed a heteroglossic pedagogy, whereas the control group followed a strictly non-plurilingual monolingual approach. The results of Kruskal-Wallis test showed that the stego-translanguaging approach was much more influential in teaching IELTS reading than the monoglossic conventional approach with 1.483 as a mean difference between the two groups as (µ1=7) in the experimental group and (µ2= 5.517) in the control group. Another crucial result was displayed by a parametric test conducted to examine the significant differences between the IELTS writing posttest scores in the experimental and the control groups. The test showed that µ1 > µ2 with an estimation difference of 1.535, where µ1= 6.818 and µ2 = 5.28

Implementation and Effects of Pedagogical Translanguaging in EFL Classrooms: A Systematic Review

“…Abdulaal (2020) described his intervention as stego-translanguaging. In addition to translanguaging, the terms heteroglossic, plurilingual, or translingual pedagogies were used variously in the reports by Abdulaal (2020), , Llanes and Cots (2020), and Qureshi and Aljanadbah (2022).…”

“…Exclusive use of weak forms was implemented by Abdulaal (2020), , and . Abdulaal (2020) gave participants an Arabic language pretask reading assignment, which informed their engagement in writing task conducted in English. and used a suite of activities designed to draw their participants' attention to grammatical and lexical similarities and differences between English and German (the majority language of the setting of their study) and other languages represented in the classroom.…”

“…Specific English language skills constituted the primary outcomes in the other studies included in the review. These were vocabulary, grammar, and metalinguistic awareness , reading (Abdulaal 2020;Nur et al 2020;Qureshi and Aljanadbah 2022), writing (Abdulaal 2020;Llanes and Cots 2020;Sano 2018;Turnbull 2019), and speaking (Llanes and Cots 2020). Below, we summarise each study and their findings by outcome measure, and provide commentary on their methodological characteristics.…”

“…We identified three studies that explored the effects of pedagogical translanguaging on English reading attainment (Abdulaal 2020;Nur et al 2020;Qureshi and Aljanadbah 2022).…”

“…The results showed no statistically significant differences between the two groups in any of the reading measures assessed (t = −1.84, p = 0.85, d = 0.04). Abdulaal (2020) and Qureshi and Aljanadbah (2022) were rated 1* for trustworthiness. Nur et al (2020) was rated 0.…”