ABSTRACT

This article focuses on the development of morphological awareness in English as a third language. It analyses how the activation of previous linguistic knowledge can influence morphological awareness. Participants were 104 primary school students who were learning English as a third language and were already fluent in two other languages, Basque and Spanish. Participants in the experimental group took part in a pedagogical intervention aiming at the development of morphological awareness by using translanguaging pedagogies. The aim of the intervention was to enable participants to use their linguistic repertoire across languages and benefit from their multilingual resources. Results indicate that participants in the experimental group obtained higher scores in morphological awareness than the control group from the same school. In addition, participants in the experimental group perceived that the use of translanguaging strategies was useful for their learning and also enjoyable as a teaching approach.

摘要

本文重点介绍英语作为第三语言的形态意识的发展。它分析了先前语言知识的激活如何影响形态意识。参与者是104名正在学习英语作为第三语言的小学生，他们已经精通巴斯克语和西班牙语两种其他语言。实验组的参与者参加了旨在通过使用跨语言教学法发展形态意识的教学干预。干预的目的是使参与者能够跨语言使用他们的语言库，并从他们的多语言资源中受益。结果表明，实验组的参与者在形态学意识方面的得分高于同一所学校的对照组。此外，