Translanguaging and reading comprehension in a second language

IF 1.2 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH International Multilingual Research Journal Pub Date : 2021-12-17 DOI:10.1080/19313152.2021.2009158

M. A. Qureshi, Ahmad Aljanadbah

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引用次数: 4

Abstract

ABSTRACT The current study examined the impact of translanguaging on second language reading comprehension. The study involved an experimental and a control group. The participants in the experimental group (n = 38) were offered four opportunities to engage Arabic – their first language – in comprehending a text in English. These occasions for translanguaging included: (a) receiving Arabic glosses (i.e., only meaning) for key terms in the text, (b) employing their first language for summarizing four paragraphs from the passage, (c) using their first language in discussion for comparing summaries with peers, and (d) consulting the Arabic meanings (provided) while attempting the vocabulary items. After the aforesaid steps, the participants in this group were required to answer 22 comprehension questions of three types: (a) the main idea, (b) cloze reading, and (c) word/synonyms. The control group (n = 29) completed all the same stages as the experimental group but using their second language, without recourse to the first language. The findings revealed no significant difference between the two groups, t (63) = −1.84, p = .85. Also, no significant group difference was observed on any of the three types of comprehension questions. Theoretical and pedagogical implications are discussed.

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翻译与第二语言的阅读理解

摘要本研究考察了跨语言对第二语言阅读理解的影响。这项研究包括一个实验组和一个对照组。实验组的参与者（n=38）获得了四次机会，让他们的第一语言阿拉伯语理解英语文本。这些转换语言的场合包括：（a）接受文本中关键术语的阿拉伯语注释（即唯一含义），（b）使用他们的第一语言总结文章中的四个段落，（c）在讨论中使用他们的第二语言与同行比较摘要，以及（d）在尝试词汇项目时查阅阿拉伯语含义（提供）。在上述步骤之后，该组的参与者被要求回答三种类型的22个理解问题：（a）大意，（b）完形填空，和（c）单词/同义词。对照组（n=29）完成了与实验组相同的所有阶段，但使用了他们的第二语言，而没有求助于第一语言。研究结果显示，两组之间没有显著差异，t（63）=−1.84，p=.85。此外，在三种理解问题中的任何一种上都没有观察到显著的群体差异。讨论了理论和教学意义。

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来源期刊

International Multilingual Research Journal Multiple-

CiteScore

4.10

自引率

4.80%

发文量

期刊介绍： The International Multilingual Research Journal (IMRJ) invites scholarly contributions with strong interdisciplinary perspectives to understand and promote bi/multilingualism, bi/multi-literacy, and linguistic democracy. The journal’s focus is on these topics as related to languages other than English as well as dialectal variations of English. It has three thematic emphases: the intersection of language and culture, the dialectics of the local and global, and comparative models within and across contexts. IMRJ is committed to promoting equity, access, and social justice in education, and to offering accessible research and policy analyses to better inform scholars, educators, students, and policy makers. IMRJ is particularly interested in scholarship grounded in interdisciplinary frameworks that offer insights from linguistics, applied linguistics, education, globalization and immigration studies, cultural psychology, linguistic and psychological anthropology, sociolinguistics, literacy studies, post-colonial studies, critical race theory, and critical theory and pedagogy. It seeks theoretical and empirical scholarship with implications for research, policy, and practice. Submissions of research articles based on quantitative, qualitative, and mixed methods are encouraged. The journal includes book reviews and two occasional sections: Perspectives and Research Notes. Perspectives allows for informed debate and exchanges on current issues and hot topics related to bi/multilingualism, bi/multi-literacy, and linguistic democracy from research, practice, and policy perspectives. Research Notes are shorter submissions that provide updates on major research projects and trends in the field.