Developing summary writing skills through translanguaging

Mgijima, Vukile Desmond; Makalela, Leketi

doi:10.1080/02572117.2021.1948223

Cited by 3 publications

(9 citation statements)

References 13 publications

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“…A number of studies have demonstrated empirical support regarding the use of TLAN in the EFL classroom. In L2 reading, for example, Mgijima & Makalela (2021) explored on the influence of TLAN pedagogy on learners' ability to re-organize texts after reading texts in learners' L1 and their L2 (English). The study adopted a quasiexperimental design constituted of four different groups divided into two experimental groups and two control groups.…”

Section: Tlan As a Pedagogymentioning

confidence: 99%

“…Listeners translanguage to express themselves creatively and more meaningfully, to connect to a given listening selection and to self-monitor and evaluate their performance, to identify listening difficulties, and to promote their own self-development as listeners. Many studies have demonstrated the effective use of translanguaging; however, these studies often concentrated on speaking skill (Ha et al, 2021); reading skill (Mgijima & Makalela, 2021); and writing skill (Chen et al, 2019). There have been no studies that focused on the use of TLAN to improve learners' listening skill.…”

Section: Introductionmentioning

confidence: 99%

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Implementing Translanguaging with Pedagogical Approach in an English as a Foreign Language (EFL) Listening Classroom

Robillos¹

2023

INT J INSTRUCTION

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Burgeoning studies have demonstrated the effective use of translanguaging (henceforth, TLAN) pedagogy; however, these studies often concentrated on speaking, reading, and writing skills. There have been no studies, to date, that focused on the use of TLAN with regard to the listening skill. Furthermore, there has been a heightened concern to implement TLAN with a pedagogical approach to facilitate better listening comprehension tasks. Thus, this study examined the impact of translanguaging with pedagogical cycle on students' listening comprehension performance and L2 learning. A sequential mixed-method type of research was employed using a pre-and post-test design. Furthermore, an intact group of 15 First Year college students was purposively selected as samples and underwent 10 sessions of applying TLAN with a pedagogical cycle used as the intervention. Results reveal a significant difference in participants' listening comprehension performance as manifested by a higher mean score after the intervention. A positive improvement was also revealed regarding their L2 learning as manifested on their four listening comprehension quizzes in terms of structure, grammar, supporting details, lexical resource, and content organization. Furthermore, the participants perceived that using TLAN is normal and not a disrespectful practice for them as EFL learners. Qualitative findings disclose that the participants have welcomed the use of the intervention to aid their listening comprehension processes. The paper addresses the agentive potential of TLAN with pedagogical approach, thus, it could be included as a beneficial pedagogical method to leverage students' dynamic language practices, promote listening comprehension, and foster language learning.

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Section: Tlan As a Pedagogymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implementing Translanguaging with Pedagogical Approach in an English as a Foreign Language (EFL) Listening Classroom

Robillos¹

2023

INT J INSTRUCTION

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“…Numerous studies have provided empirical evidence regarding the effectiveness of translanguaging in EFL macro-skills. For instance, in the context of L2 reading, Mgijima & Makalela (2021) discovered a positive relationship between the application of translanguaging techniques and learners' performance in composing summary writing. In L2 writing, Chen et al (2019) asserted that employing translanguaging techniques helped college students enhance | Research Papers their ESP writing skills across three domains: content, literacy, and academic style.…”

Section: Literature Review Application Of Tlan To L2 Learningmentioning

confidence: 99%

Exploring Translanguaging during Metacognitive Strategy Use on L2 Listening and Writing Skills

Robillos

2023

JLE

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Background: The educational concept of translanguaging has garnered significant attention over the past decade. Its significance in fostering language acquisition in the English as a Foreign Language (EFL) classroom has been increasingly acknowledged. However, there is an emerging necessity to strategically implement this pedagogical approach to enhance learning outcomes and improve overall effectiveness. Purpose: The present study sets out to investigate the influence of translanguaging during metacognitive strategy use and its impact on second language (L2) listening and writing abilities. Method: The present study employed sequential mixed-method research involving a pre- and post-test design. A total of 16 college students was purposively selected as samples and underwent 11 sessions of applying translanguaging during metacognitive strategy use (the intervention used). Results: Study results reveal a significant difference on participants’ pre- (x̄=9.19) and post- (x̄=15.56) listening comprehension tests. An increasing trend of improvement on their quizzes in terms of writing components namely: grammar and structure, content, lexical resource, logical order, and supporting details was also found. In addition, the components on “grammar and structure” and “supporting details” have improved considerably. The participants, likewise, perceived translanguaging as a normal and not a disrespectful practice for them as EFL learners. Qualitative findings revealed that participants have welcomed the use of the intervention as it aids them to process their listening comprehension and writing skills in L2. Conclusion: The pedagogical application of translanguaging approach during metacognitive strategy use is concluded as an agentive and facilitative pedagogical strategy that helps learners to not only improve their listening comprehension and writing skills but also promotes deeper cognitive fluency, improves L2 learning, and fosters them to become more involved in the learning processes of metacognitive planning, monitoring, and evaluating.

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“…The effectiveness of translanguaging pedagogy in increasing the teaching of bilingual and multilingual learners while utilising learners' entire linguistic repertoire has been investigated in a number of research (see for example Charamba, 2023, Mgijima & Makalela, 2021, Hattingh et al, 2022. The researchers went over both international and local studies carried out in foundation (grade R-3), intermediate (grade 4-6), and senior phases (7-12) classrooms.Pedagogical translanguaging is an educational strategy in the context of multilingual education that has multilingualism as its foundation (Driouch, 2022).…”

Section: Translanguaging As a Pedagogical Strategy In Multilingual Co...mentioning

confidence: 99%

“…The IP includes learners who are between ten and thirteen years and would be attending Grades 4 to 6. According to Mgijima and Makalela (2021) this isa crucial phase and likely the most difficult phase of education for learners who do not speak English in South Africa, a language that is used as the medium of instruction from Grade 4 upwards. This is mostly because in the previous phase, the Foundation phase, where learners would have been taught through their home language alongside a language of instruction.…”

Section: Introductionmentioning

confidence: 99%

The Efficacy of Translanguaging in Selected South African Mathematics and Science Intermediate Phase Classrooms

Ndhlovana,

Charamba

2023

JOLLT

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The 2015 TIMSS and 2021 PIRLS results show the underachievement of our learners in reading comprehension, mathematics and science. Analysts of both assessments suggest the low performance is caused, chiefly, by the misalignment between learners’ home languages and the language of instruction. Even though today’s classrooms have become more and more culturally and linguistically diverse resulting in the majority of learners entering the classroom with a home language different from the language of instruction, the teaching of such learners still follows a monolingual trajectory. This has resulted in a drop- in the number of primary school learners exhibiting basic mathematics and scientific literacy in South Africa. Through semi-systemic review, the current study sought to explore the role language plays in concept comprehension among learners as well as examining the efficacy of translanguaging in mathematics and science classrooms. Eight studies were reviewed and results suggest that proficiency in the language of instruction plays a crucial role in comprehension of scientific and mathematical concepts. The study also shows the efficacy of translanguaging in enhancing the academic performance of learners and recommends the use of translanguaging within multilingual contexts.

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Developing summary writing skills through translanguaging

Cited by 3 publications

References 13 publications

Implementing Translanguaging with Pedagogical Approach in an English as a Foreign Language (EFL) Listening Classroom

Implementing Translanguaging with Pedagogical Approach in an English as a Foreign Language (EFL) Listening Classroom

Exploring Translanguaging during Metacognitive Strategy Use on L2 Listening and Writing Skills

The Efficacy of Translanguaging in Selected South African Mathematics and Science Intermediate Phase Classrooms

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