Developing cognate awareness through pedagogical translanguaging

Cenoz, Jasone; Leonet, Oihana; Gorter, Durk

doi:10.1080/13670050.2021.1961675

Cited by 22 publications

(10 citation statements)

References 25 publications

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“…These findings carry potential educational implications in that learning novel words depends on substantial bilingual experience and requires a fuller understanding of the subtle difference in the facilitation and interference from L1 and L2. Such findings may provide some insights into foreign language teaching in different contexts ( Cenoz et al, 2021 ; Chen et al, 2022 ).…”

Section: Discussionmentioning

confidence: 78%

“…Quite differently, a stronger facilitation effect was observed from L1 Chinese, leading to the result that the L1-L3 false cognates were learned significantly better than the non-cognates in both the recognition and the production tasks. Therefore, the current study contributes to providing new evidence to the facilitation and interference mechanism of how bilingual experience affects novel word learning when L1 and L2 word knowledge is not explicitly activated as translations ( Cenoz et al, 2021 ; Hirosh and Degani, 2021 ).…”

Section: Discussionmentioning

confidence: 85%

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How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate status

Han

Deng²,

Chen³

et al. 2022

Front. Psychol.

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Bilingual experience exerts a complex influence on novel word learning, including the direct effects of transferable prior knowledge and learning skill. However, the facilitation and interference mechanism of such influence has largely been tangled by the similarity of the previously learned word knowledge. The present study compared Chinese-English bilinguals’ paired-associate learning of nonwords in logographic and alphabetic writing systems. The logographic nonwords resemble the form and meaning of L1 Chinese words in varying degrees, being cognates, false cognates, or non-cognates of Chinese. The alphabetic nonwords resemble the form and meaning of L2 English words, being cognates, false cognates, or non-cognates of English. The learning sequence of logographic and alphabetic words was cross-balanced. The learning results were measured in production and recognition tasks. As for learning the logographic nonwords, both the recognition and production results showed that cognates were learned significantly faster than the non-cognates, and the false cognates were also learned significantly faster than the non-cognates. This suggests stronger facilitation rather than interference from L1 on novel word learning. As for learning the alphabetic nonwords, both the recognition and production results revealed that cognates were learned significantly faster than the non-cognates, but false cognates showed no advantage over the non-cognates. This indicates that interference from L2 is stronger than that from L1. Taken together, the results provide new evidence for the dissociable facilitation and interference effects of bilingual experience. These results carry potential educational implications in that learning novel words depends on substantial bilingual experience.

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Section: Discussionmentioning

confidence: 78%

Section: Discussionmentioning

confidence: 85%

How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate status

Han

Deng²,

Chen³

et al. 2022

Front. Psychol.

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“…Es importante no considerar que los conocimientos previos serán homogéneos entre el alumnado, por lo que revisar aspectos metalingüísticos en la L1 podría ser de gran utilidad. En este sentido, actividades como las que se enmarcan en el translingüismo (Cenoz et al, 2021), que suele aprovechar la existencia de cognados en primeras lenguas y lenguas extranjeras, pueden servir para resaltar tanto elementos que son comunes como aquellos diferentes en las lenguas que conoce el alumnado, estableciendo una relación directa entre funciones lingüísticas y el modo de expresarlas.…”

Section: Discusión Y Conclusionesunclassified

“…Por tanto, un enfoque pedagógico que tenga en cuenta el currículo y las diferentes lenguas que en él se incluyen de un modo transversal puede ser de gran ayuda para el alumnado. Como ejemplo, podemos mencionar enfoques como el translingüismo, cada vez más habitual en contextos de enseñanza plurilingüe, que intenta aprovechar todo el repertorio lingüístico del alumnado para promover la adquisición de lengua y contenido, con tareas explícitas como las comparaciones entre cognados (Cenoz et al, 2021).…”

Section: Introductionunclassified

Uso de conectores en la redacción de textos argumentativos

Cerqueiro

2022

Ocnos

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Con el objetivo de explorar la capacidad para cohesionar el discurso escrito en un texto argumentativo que presenta el alumnado al inicio de su etapa universitaria, se analiza el uso de los conectores y marcadores de posicionamiento entre párrafos por parte de estudiantes hispanohablantes de 1º curso de grado. Para ello, se recopila un corpus ad-hoc de textos argumentativos tanto en su lengua materna (español) como en su lengua extranjera (inglés) con una estructura prefijada. La comparación de los datos en ambas lenguas permite identificar transferencia lingüística en su producción escrita. Se confirma que, pese a estar presente en el currículo de etapas preuniversitarias, el uso de conectores como elementos habituales para cohesionar el discurso e introducir nuevos párrafos conlleva algunas dificultades, más evidentes en la lengua extranjera. Los resultados apuntan a la necesidad de un enfoque multilingüe en la enseñanza de este tipo de textos que favorezca la reflexión metalingüística.

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“…It also favors teachers in several ways, e.g., translanguaging benefits teachers in enhancing students' knowledge and cognate awareness by employing the whole repertoire of learners' native language. Translanguaging also benefits learners by creating a secure and safe environment in which their identities are appreciated and valued (Cenoz, J., Leonet, O., & Gorter, 2021, Khan, Nazir, & Khalid,2021.…”

Section: The Prominent Role Of Translanguaging Practice In Second Lan...mentioning

confidence: 99%

Female Students’ Perception of the Use of (Trans)languaging within English Literature Classrooms at King Khalid University

Alhaj¹,

Alwadai²

2022

AWEJ

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The recent research paper peruses the perception of female students of drama on the use of translanguaging within English classrooms at King Khalid university. The uppermost aim of this study is to scrutinize the perceptions of translanguaging by undergraduate female students of English literature (drama) as a major. The study’s central question is how female drama students perceive translanguaging in their English literature classroom. Moreover, The critical significance of this research paper is how female drama students perceive the use of translanguaging for the first second language (L2) learning. The results of this study are expected to fill the knowledge gap about how the students perceive the use of the first language ( L1) in English literature classrooms in Arabs contexts in general and in King Khalid University’s contexts in particular. Female students’ perceptions of drama were scrutinized by using a Likert-type questionnaire of thirteen items which were assayed quantitatively utilizing descriptive data. The participants of the study were twenty-five female students of drama majoring in English language and pursuing their undergraduate program at King Khalid university. The paramount results of the probe indicated that responses of female students of English drama to the statements in the questionnaire were mixed and echoed both positive and negative about using the first language and the second language in an English literature classroom. Moreover, female students’ perceptions of the application of (L1) in classes of English drama were generally good on the use of both the first language and the second language. The study revealed that the use of the English language is advantageous and can help enhance English fours skills, English proficiency, and understanding of the drama.Their views are more optimistic about using (L2) than using( L1). Also, they perceived that they would learn more successfully in English drama classes if translanguaging practice was utilized by a professor of English drama which means that the application of translanguaging within English drama classrooms is a practical and sound strategy that benefits female students of drama to boost their English fluency, generate insights, comprehend the content, and delve deeper into the subject matter of English drama.

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Developing cognate awareness through pedagogical translanguaging

Cited by 22 publications

References 25 publications

How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate status

How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate status

Uso de conectores en la redacción de textos argumentativos

Female Students’ Perception of the Use of (Trans)languaging within English Literature Classrooms at King Khalid University

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