A Shift from a Monoglossic to a Heteroglossic View: Metalinguistic Stego-Translanguaging Lens Approach

Autor/in	Abdulaal, Mohammad Awad Al-Dawoody
Titel	A Shift from a Monoglossic to a Heteroglossic View: Metalinguistic Stego-Translanguaging Lens Approach
Quelle	In: Arab World English Journal, 11 (2020) 4, S.461-473 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Abdulaal, Mohammad Awad Al-Dawoody)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Metalinguistics; Code Switching (Language); Native Language; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Comparative Analysis; Foreign Countries; Language Tests; Writing Tests; Scores; Pretests Posttests; Monolingualism; Graduate Students; College Seniors; Semitic Languages; Egypt; International English Language Testing System + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Language test; Sprachtest; Writing test; Schreibtest; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; College; Colleges; Senior; Hochschule; Fachhochschule; Arabisch; Hebräisch; Ägypten; Language tests; Englisch
Abstract	This research study aims at replacing monoglossic approaches with a stego-translanguaging pedagogy (i.e., the indirect use of the mother tongue to enhance the target language perception and acquisition). To solve the problematic constant decline in the learners' reading and writing IELTS scores in Port Said Language Center and to check the influence of the stego-translanguaging approach, two groups of participants were randomly chosen, an experimental group with 33 English as a Foreign Language (EFL) learners from different colleges in Port Said University in Egypt and a control group with 30 EFL learners. The participants in the experimental group followed a heteroglossic pedagogy, whereas the control group followed a strictly non-plurilingual monolingual approach. The results of Kruskal-Wallis test showed that the stego-translanguaging approach was much more influential in teaching IELTS reading than the monoglossic conventional approach with 1.483 as a mean difference between the two groups as ([mu]1=7) in the experimental group and ([mu]2= 5.517) in the control group. Another crucial result was displayed by a parametric test conducted to examine the significant differences between the IELTS writing posttest scores in the experimental and the control groups. The test showed that [mu]1 > [mu]2 with an estimation difference of 1.535, where [mu]1= 6.818 and [mu]2 = 5.28 (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01