Bigarren Hezkuntzan eskola-hizkuntza garatzeko diziplinarteko diseinu bat: kasu-azterketa bat
Laburpena
Kontzientzia metalinguistikoa funtsezkoa da ikasle eleaniztunak arrakasta akademikorako, irakurmena, idazmena eta bigarren hizkuntzen ikaskuntza errazten baititu. Ikerketa hau hizkuntza-aniztasun handiko Bigarren Hezkuntzako ikastetxe batean egin da. Diseinu kuasi-esperimental bat erabili da, hizkuntza Akademikoaren Oinarrizko Trebetasunak lantzeko berariazko lanketaren eta translanguaging pedagogikoaren eragina aztertzeko. Emaitza kuantitatiboek eta kualitatiboek adierazten dute esku-hartzeak ikasleen kontzientzia metalinguistikoa garatzen lagun dezakeela, eta horiek irakaskuntzan integratzeko beharra nabarmentzen da.
Estatistikak
Erreferentziak
Akbasli, S., Sahin, M. & Yaykiran, Z. (2016). The effect of reading comprehension on the performance in science and mathematics. Journal of Education and Practice, 7(16), 108-121.
Arocena, E., Cenoz, J. & Gorter, D. (2015). Teachers’ beliefs in multilingual education in the Basque country and in Friesland. Journal of Immersion and Content-Based Language Education, 3(2), 169-193. https://doi.org/10.1075/jicb.3.2.01aro
Bailey, A.L. (2007a). Introduction: teaching and assessing students learning English in school. In A. Bailey (arg.), The language demands of school: putting academic English to the test (1.-26. or.). Yale University Press.
Bailey, A.L. (2007b). The language demands of school: putting academic English to the test. Yale University Press.
Bangert-Drowns, R.L., Hurley, M.M. & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29-58. https://doi.org/10.3102/00346543074001029
Barr, C.D., Uccelli, P. & Phillips Galloway, E. (2019). Specifying the academic language skills that support text understanding in the middle grades: the design and validation of the core academic language skills construct and instrument. Language Learning, 69(4), 978-1021. https://doi.org/10.1111/lang.12365
Beacco, J.C., Fleming, M., Goullier, F., Thürmann, E. & Vollmer, H. (2016). A handbook for curriculum development and teacher training: the language dimension in all subjects. Council of Europe.
Biber, D. (1986). Spoken and written textual dimensions in English: resolving the contradictory findings. Language, 62(2), 384-414. https://doi.org/10.2307/414678
Biber, D. & Conrad, S. (2009). Register, genre and style. Canadian Journal of Linguistics/Revue Canadienne de Linguistique, 57(1), 164-166. https://doi.org/10.1017/S0008413100002280
Blum-Kulka, S. & Snow, C.E. (2004). Introduction: The potential of peer talk. Discourse studies, 6(3), 291-306. https://doi.org/10.1177/1461445604044290
Bunch, G.C. (2013). Pedagogical language knowledge: preparing mainstream teachers for English learners in the new standards era. Review of Research in Education, 37, 298-341. https://doi.org/10.3102/0091732X12461772
Cenoz, J. (2003). The additive effect of bilingualism on third language acquisition: a review. International Journal of Bilingualism, 7(1), 71-88. https://doi.org/10.1177/13670069030070010501
Cenoz, J. (2013). The influence of bilingualism on third language acquisition: focus on multilingualism. Language Teaching, 46(1), 71-86. https://doi.org/10.1017/S0261444811000218
Cenoz, J. & Gorter, D. (2017). Minority languages and sustainable translanguaging: threat or opportunity? Journal of Multilingual and Multicultural Development, 38(10), 901-912. https://doi.org/10.1080/01434632.2017.1284855
Cenoz, J. & Gorter, D. (2021). Pedagogical translanguaging. Cambridge University Press. https://doi.org/10.1017/9781009029384
Cenoz, J., Leonet, O. & Gorter, D. (2022). Developing cognate awareness through pedagogical translanguaging. International Journal of Bilingual Education and Bilingualism, 25(8), 2759-2773. https://doi.org/10.1080/13670050.2021.1961675
Cenoz, J. & Santos, A. (2020). Implementing pedagogical translanguaging in trilingual schools. System, 92, 102-273. https://doi.org/10.1016/j.system.2020.102273
Corson, D. (1995). Using English words. Kluwer. https://doi.org/10.1007/978-94-011-0425-8
Corson, D. (1997). The learning and use of academic English words. Language Learning, 47(4), 671-718. https://doi.org/10.1111/0023-8333.00025
Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19.
Cummins, J. (1999). BICS and CALP: clarifying the distinction. ERIC. https://files.eric.ed.gov/fulltext/ED438551.pdf
Cummins, J. (2008). BICS and CALP: empirical and theoretical status of the distinction. Encyclopedia of Language and Education, 2(2), 71-83.
Cummins, J. (2017). BICS and CALP: Empirical and theoretical status of the distinction. In B. Street & S. May (arg.), Literacies and language Education: Encyclopedia of Language and Education, 3rd Edition (59.-71. or.). Springer Science; Business Media LLC. https://doi.org/10.1007/978-3-319-02252-9_6
Cummins, J. (2021). Translanguaging: A critical analysis of theoretical claims. In P. Juvonen & M. Källkvist (arg.), Pedagogical translanguaging: theoretical, methodological and empirical perspectives (7.-36. or.). Multilingual Matters. https://doi.org/10.21832/9781788927383-004
DiCerbo, P.A., Anstrom, K.A. Baker, L.L. & Rivera, C. (2014). A review of the literature on teaching academic English to English language learners. Review of Educational Research, 84(3), 446-482. https://doi.org/10.3102/0034654314532695
Erkizia, T. (2024, otsailaren 7a). Nekazarien haserrea eta elikadura. Berria. https://www.berria.eus/iritzia/artikuluak/nekazarien-haserrea-eta-elikadura_2120214_102.html
Eusko Jaurlaritza. (2023). 77/2023 Dekretua, maiatzaren 30ekoa, Euskadiko Autonomia Erkidegoan Oinarrizko Hezkuntzako curriculumaren ezarpena eta inplementazioari buruzkoa. Euskal Herriko Agintaritzaren Aldizkaria. https://www.euskadi.eus/web01-bopv/eu/bopv2/datos/2023/06/2302729e.pdf
Gaspar, A. (2024). Kontzientzia metalinguistikoa eta eleaniztasuna: berrikusketa bibliografiko bat. Fontes Linguae Vasconum, 138, 649-676. https://doi.org/10.35462/flv138.9
Graham, S. & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710-744. https://doi.org/10.17763/haer.81.4.t2k0m13756113566
Graham, S. & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445. https://psycnet.apa.org/doi/10.1037/0022-0663.99.3.445
Heppt, B., Sofi e Henschel, S. & Haagb, N. (2016). Everyday and academic language comprehension: investigating their relationships with school success and challenges for language minority learners. Learning and Individual Differences, 47, 244-251. https://doi.org/10.1016/j.lindif.2016.01.004
Heredia, L.J., Guamán, V.A., Vélez, W.J.V. & Vásquez, P.R. (2024). Diseño universal para el aprendizaje, entre la teoría y la práctica. Revista Franz Tamayo, 5(13), 162-177. https://doi.org/10.61287/revistafranztamayo.v.5i13.8
Hermida, D.J. (2009). The importance of teaching academic reading skills in first-year university courses. The International Journal of Research and Review, 3. https://doi.org/10.2139/ssrn.1419247
Huang, X. & Chalmers, H. (2023). Implementation and effects of pedagogical translanguaging in EFL classrooms: a systematic review. Languages, 8(3), 194. https://doi.org/10.3390/languages8030194
Ibrahim, R., Eviatar, Z. & Aharon-Peretz, J. (2007). Metalinguistic awareness and reading performance: A cross language comparison. Journal of Psycholinguistic Research, 36(4), 297-317. https://doi.org/10.1007/s10936-0069046-3
ISEI. (2025). Ebaluazio diagnostikoa. Etapa erdia: LH4 eta DBH2 (ED23), Etapa amaiera: LH6 eta DBH4 (ED24). Txosten exekutiboa. Eusko Jaurlaritza. https://isei-ivei.euskadi.eus/documents/d/guest/ed23_24_eus-2?imagePreview=1
Izadi, M. & Yarahmadzehi, N. (2020). The metalinguistic awareness of bilingual (Persian-Baluchi) and monolingual (Persian) learners of English language. Linguistic Approaches to Bilingualism, 10(2), 249-289. https://doi.org/10.1075/lab.16012.iza
Jessner, U. (2006). Linguistic awareness in multilinguals: English as a third language. Edinburgh University Press.
Jessner, U. (2008). Teaching third languages: findings, trends and challenges. Language Teaching, 41(1), 15-56. https://doi.org/10.1017/S0261444807004739
Jorrín Abellán, I.M., Fontana Abad, M. & Rubia Avi, B. (2021). Investigar en educación: Manual y guía práctica. Síntesis.
Ke, S.E., Zhang, D. & Koda, K. (2023). Metalinguistic awareness in second language reading development. Cambridge University Press.
Lasagabaster, D. (1998). Metalinguistic awareness and the learning of English as an L3. Atlantis, 20(2), 69-79.
Leonet, O., Cenoz, J. & Gorter, D. (2020). Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition. Language Awareness, 29(1), 41-59. https://doi.org/10.1080/09658416.2019.1688338
Leonet, O. & Saragueta, E. (2024). The case of a pedagogical translanguaging intervention in a trilingual primary school: the students’ voice. International Journal of Multilingualism, 21(4), 2112-2130. https://doi.org/10.1080/14790718.2023.2224009
Leonet, O., Arocena, E. & Saragueta, E. (2025). Young bilingual students’ use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language. Literacy, 59(2). https://doi.org/10.1111/lit.12383
Leonet, O., Saragueta, E. & Arocena, E. (2024). Shifting the perception of languages and their status through the use of pedagogical translanguaging as a tool to increase language awareness. Language, Culture and Curriculum, 37(3), 363-384. https://doi.org/10.1080/07908318.2024.2344562
Lesano-Albán, Á.U. & Troya-Ayala, G.P. (2024). El diseño universal para el aprendizaje (DUA) como marco para las adaptaciones curriculares en los estudiantes con necesidades educativas especiales de básica superior. MQR Investigar, 8(2), 901-917. https://doi.org/10.56048/MQR20225.8.2.2024.901-917
Lyster, R., Quiroga, J. & Ballinger, S. (2013). The effects of biliteracy instruction on morphological awareness. Journal of Immersion and Content-Based Language Education, 1(2), 169-197. https://doi.org/10.1075/jicb.1.2.02lys
Majedi, N. & Pishkar, K. (2016). The effect of self-directed learning on Iranian intermediate EFL learners speaking accuracy. Journal of Applied Linguistics and Language Research, 3(2), 86-95.
Massaro, D.W. (2015). Two different communication genres and implications for vocabulary development and learning to read. Journal of Literacy Research, 47(4), 505-527. https://doi.org/10.1177/1086296X15627528
Nagy, W.E., Carlisle, J.F. & Goodwin, A.P. (2014). Morphological knowledge and literacy acquisition. Journal of Learning Disabilities, 47(1), 3-12. https://doi.org/10.1177/0022219413509967
Orcasitas-Vicandi, M. & Leonet, O. (2022). The study of language learning in multilingual education: students’ perceptions of their language learning experience in Basque, Spanish and English. International Journal of Multilingualism, 19(1), 124-141. https://doi.org/10.1080/14790718.2020.1822365
Otwinowska, A. (2016). Cognate vocabulary in language acquisition and use: attitudes, awareness, activation. Multilingual Matters. https://doi.org/10.21832/9781783094394
Phillips Galloway, E., Stude, S. & Uccelli, P. (2015). Adolescents’ metalinguistic reflections on the academic register in speech and writing. Language and Education, 31, 221-237. https://doi.org/10.1016/j.linged.2014.10.006
Phillips Galloway, E. (2016). The development of core academic language and reading comprehension in pre-adolescent and adolescent learners [Doktore-tesia, Harvard Graduate School of Education]. DASH. https://dash.harvard.edu/handle/1/27112709
Phillips Galloway, E. & Uccelli, P. (2019). Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers. Journal of Educational Psychology, 111(1), 15-31. https://doi.org/10.1037/edu0000276
Phillips Galloway, E., Qin, W., Uccelli, P. & Barr, C.D. (2020). The role of cross-disciplinary academic language skills in disciplinary, source-based writing: investigating the role of core academic language skills in science summarization for middle grade writers. Reading and Writing, 33(1), 13-44. https://doi.org/10.1007/s11145-01909942-x
Rafi, A.S.M. & Morgan, A.M. (2023). Blending translanguaging and CLIL: pedagogical benefits and ideological challenges in a Bangladeshi classroom. Critical Inquiry in Language Studies, 20(1), 20-45. https://doi.org/10.1080/15427587.2022.2090361
Rauch, D., Naumann, J. & Jude, N. (2011). Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals. International Journal of Bilingualism, 16(4), 402-418. https://doi.org/10.1177/1367006911425819
Rivera Mandarache, E.Y., Rojas Tello, L.L. & Cuneo Álvarez, G.L. (2019). Bilingüismo y comprensión lectora en estudiantes en la Universidad Nacional de San Cristóbal de Huamanga. Conrado, 15(70), 219-225.
Snow, C.E. & Uccelli, P. (2009). The challenge of academic language. In D.R. Olson & N. Torrance (arg.), The Cambridge handbook of literacy (112.-133. or.). Cambridge University Press. https://doi.org/10.1017/CBO9780511609664.008
Tunmer, W.E., Herriman, M.L. & Nesdale, A.R. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23(2), 134-158. https://doi.org/10.2307/747799
Uccelli, P., Phillips Galloway, E., Barr, C., Meneses, A. & Dobbs, C. (2015a). Beyond vocabulary: exploring cross-disciplinary academic-language proficiency and its association with reading comprehension. Reading Research Quarterly, 50(3), 337-356. https://doi.org/10.1002/rrq.104
Uccelli, P., Barr, C.D., Dobbs, C.L., Galloway, E.P., Meneses, A. & Sánchez, E. (2015b). Core academic language skills: an expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners. Applied Psycholinguistics, 36(5), 1077-1109. https://doi.org/10.1017/S014271641400006X
Uccelli, P. (2023). The language demands of analytical reading and writing at school. Written Communication, 40(2), 518-554. https://doi.org/10.1177/07410883221148727
Volodina, A., Weinert, S. & Mursin, K. (2020). Development of academic vocabulary across primary school age: differential growth and influential factors for German monolinguals and language minority learners. Developmental Psychology, 56(5), 922-936. https://doi.org/10.1037/dev0000910
Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9-30. https://doi.org/10.1093/applin/amx039
Woll, N. (2019). How French speakers reflect on their language: a critical look at the concept of metalinguistic awareness. Language Awareness, 28(1), 49-73. https://doi.org/10.1080/09658416.2019.1567743
Wong Fillmore, L. (1982). Language minority students and school participation: what kind of English is needed? Journal of Education, 164(2), 143-156. https://doi.org/10.1177/002205748216400204
Wong Fillmore, L. (2009). English language development: Acquiring the language needed for literacy and learning. http://assets.pearsonschool.com/asset_mgr/versions/2011-11/810BE0C344E9450E567F7A8877946BDB.pdf
Wong Fillmore, L. (2014). English language learners at the crossroads of educational reform. TESOL Quarterly, 48(3), 624-632. https://doi.org/10.1002/tesq.174
Wong Fillmore, L. & Fillmore, C.J. (2012). What does text complexity mean for English learners and language minority students? Stanford University Understanding Language Project. http://ell.stanford.edu/papers/language
Yüzlü, M.Y. & Dikilitaş, K. (2022). Translanguaging as a way to fostering EFL learners’ criticality in a hybrid course design. System, 110, 1-12. https://doi.org/10.1016/j.system.2022.102926
Egile-eskubideak 2025 Oihana Leonet, Olatz Lucas, Ane Lamarka
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial 4.0.
