Advancing text prediction skills through translanguaging

Abstract

Background: Making predictions on how events might unfold when reading a text improves comprehension. Research on reading and making predictions tends to focus predominantly on the effects of making predictions as a reading strategy in monolingual contexts. So far, there is a paucity of research on the effects of reading development strategies in which learners are encouraged to read a text and express their predictions on how the events might unfold in the text in a different language from the one the text is written in.Objectives: This study investigated the possible effects of translanguaging techniques on the readers' ability to make plausible predictions of events when reading texts. Method:The study adopted a Solomon Four quasi-experimental design in which a total of 215 Grade 4 bilingual isiXhosa and English learners from different primary schools participated. Results:The findings demonstrated that translanguaging techniques, in which a tapestry of the learners' linguistic repertoire is used simultaneously in one reading lesson, have a positive impact on the learners' ability to make plausible predictions on how the events might unfold when reading texts. The findings also indicated that accurate text prediction is determined by a number of factors, which include the reader's familiarity with the content, the context of the reading text and the vocabulary used therein. Conclusion:For text prediction as a reading development strategy to be successful, the text and the reader's knowledge of the word, the world and the language ought to match.Otherwise, text prediction may be hampered due to lack of the reader's relevant background and linguistic knowledge.Contribution: This article fills out the research gap that has been caused by limited research on the effects of translanguaging on the text prediction abilities of multilingual learners. It contributes significantly to the body of research by providing some of the strategies that multilingual learners can utilise to enhance their reading comprehension.

Exploring Translanguaging Praxes in Pakistani Multilingual ESL Classrooms of First-Year Students at University Level

“…Translanguaging helps to improve L-2 reading and writing skills (Makalela, 2015;Mbirimi-Hungwe, 2016;Li & Luo, 2017) and serves as a bridge between linguistic and cultural boundaries (Namrullah et al, 2020). Also, it helps to improve vocabulary, develops interest, enhances reading comprehension and develops metalinguistic awareness (Vaish, 2019;Li & Luo, 2017;Mgijima, 2021). Bin-Tahir et al's (2018) research findings show that experimental groups' reading comprehension improved at literal, inferential and comprehension levels.…”

“…Considering the students' complete linguistic and semiotic repertoire, in recent years, translanguaging (García, 2009) has been greatly researched across the globe. Recent research suggests that translanguaging as a pedagogical tool helps students to improve learning enhance critical understanding (Moriarty, 2017;Al-Ahdal, 2020;Lau et al, 2017), sharpen academic comprehension (Sayer, 2013), improve reading comprehension (Li & Luo, 2017;Vaish, 2019;Bin-Tahir et al, 2018;Namrullah et al, 2020;Mbirimi-Hungwe, 2022), make a plausible prediction of reading text (Mgijima, 2021) and improve reading and writing skills of ESL learners in the Pakistani context (Atta & Naqvi, 2021). The research is also conducted to explore teachers' and students' perspectives on translanguaging (Rosen, 2017;Rivera & Mazak, 2017).…”

Instructional Strategies for Improving English Language Learners Reading Comprehension: A Systematic Review

“…Reading comprehension can be improved by predicting how events might be presented in the following text. According to Mgijima [13], the idea of translanguaging is credited to Cen Williams. It refers to a teaching strategy in an environment with several languages where learners get information in one language and do work in another [14].…”

“…According to prior research, allowing students to make predictions while reading texts improves reading engagement and comprehension [15]. Mgijima's study [13] focused on the effectiveness of using a translanguaging teaching strategy to increase English language learners' capacity to precisely anticipate events while reading.…”

“…In addition, based on Mgijima's study [13], strategies that teachers can use to improve students' engagement and reading ability are: (i) a think-aloud strategy using different input and output languages; (ii) a psycholinguistic guessing game employing an understanding of relevant linguistic signals to make a prediction; (iii) picture walk; and (iv) prediction guide using a true-false quiz.…”