Bigarren Hezkuntzan eskola-hizkuntza garatzeko diziplinarteko diseinu bat: kasu-azterketa bat [Interdisciplinary design for developing school language in Secondary Education: a case study]
Abstract
Metalinguistic awareness is essential for the academic success of multilingual students as it improves their reading, writing and second language learning skills. This study was carried out in a secondary school with a high level of linguistic diversity. A quasi-experimental design was employed to analyse the impact of Core Academic Language Skills and pedagogical translanguaging. Quantitative and qualitative results suggest that this intervention can contribute to students’ development of metalinguistic awareness, emphasising the importance of integrating it into teaching.
##about.statistics##
References
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
Copyright (c) 2025 Oihana Leonet, Olatz Lucas, Ane Lamarka
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
