Background: The teaching of reading strategies that enhance comprehension is a priority for many practising lecturers involved in academic literacy programmes. However, due to the unprepared nature of a large section of students entering the Higher Education system, a number of students have been found to lack basic literacy skills such as reading for comprehension. A plethora of studies has been conducted locally and internationally with the aim of finding solutions to help students who struggle with text comprehension, especially at university level. Objectives: The purpose of this research is to show how paraphrasing as a strategy can be combined with a translingual approach to instruct students explicitly on how to read and comprehend texts Method: Using a group of first-year multilingual medical students, this research included translanguaging as an additional component to the use of paraphrasing as a reading comprehension strategy. Results: The paper provides insight into how translanguaging can be used to assist multilingual students to understand texts through paraphrasing. Drawing empirical data from classroom activities, this paper shows how lecturers can help students to use translanguaging and paraphrasing as metacognitive strategies to help improve their comprehension of texts. Conclusion: Finally, the importance of allowing students to utilise their multilingual repertoires is emphasised and reiterated, through translanguaging, in order to enhance learning.

中文翻译：

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在转译教学中使用跨语言教学方法来提高一年级学生的阅读理解能力

背景：提高学习理解力的阅读策略的教学是许多参与学术素养计划的实践讲师的工作重点。但是，由于大部分学生进入高等教育系统的准备不足，因此发现许多学生缺乏基本的读写能力，例如阅读理解能力。在本地和国际上进行了大量的研究，目的是寻找解决方案来帮助那些难以理解文字的学生，尤其是在大学一级。目的：这项研究的目的是展示如何将释义作为一种策略与一种跨语言方法相结合，以明确指导学生如何阅读和理解文本。方法：使用一组一年级的多语言医学生，这项研究包括将转译作为释义作为阅读理解策略的附加组成部分。结果：本文提供了关于如何使用翻译来帮助多语种学生通过措辞理解文本的见解。本文从课堂活动中汲取经验数据，展示了讲师如何帮助学生将翻译和释义作为元认知策略来帮助他们提高对文本的理解。结论：最后，通过翻译，强调并重申了允许学生利用他们的多语种库的重要性，以增强学习。本文提供了有关如何使用翻译来帮助多语种学生通过措辞理解文本的见解。本文从课堂活动中汲取经验数据，展示了讲师如何帮助学生将翻译和释义作为元认知策略来帮助他们提高对文本的理解。结论：最后，通过翻译，强调并重申了允许学生利用他们的多语种库的重要性，以增强学习。本文提供了有关如何使用翻译来帮助多语种学生通过措辞理解文本的见解。本文从课堂活动中汲取经验数据，展示了讲师如何帮助学生将翻译和释义作为元认知策略来帮助他们提高对文本的理解。结论：最后，通过翻译，强调并重申了允许学生利用他们的多语种库的重要性，以增强学习。