Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language.
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| Title: | Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language. |
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| Authors: | Leonet, Oihana1 (AUTHOR) oihana.leonet@ehu.eus, Arocena, Elizabet2 (AUTHOR), Saragueta, Eider1 (AUTHOR) |
| Source: | Literacy. May2025, Vol. 59 Issue 2, p135-150. 16p. |
| Subject Terms: | *Bilingual students, *English as a foreign language, *Learning, *Reading comprehension, Basque language, Consciousness raising |
| Abstract: | This study investigates the use of metacognitive strategies by young emergent multilingual students in a translanguaging pedagogy scenario. From a multilingual perspective, we understand metacognition as a broader concept that refers to the learning or thinking processes that encapsulate metalinguistic and crosslinguistic awareness. We focus on the performance phase of the reading process where students deploy strategies and monitor the progress and quality of the activity. The participants were 48 bilingual fifth graders in a multilingual school in the Basque Autonomous Community in the north of Spain; 39.5% of the students had Basque as their first language, while 60.5% had Spanish, similar to the sociolinguistic context of the school, and all were learning English as a foreign language. Data for this study were collected in the English class while the students were set in pairs to complete a reading comprehension task. Their performance was audio‐recorded, and language‐related episodes were analysed to explore the strategic behaviour of the students. This analysis identified episodes where students talked about either their language production or language use. The findings show that although pedagogical translanguaging focuses mainly on raising crosslinguistic awareness, it can also develop a broader metalinguistic awareness and facilitate metacognitive reflection. The study highlights the link between enhancing metalinguistic awareness and the development of multilingual students' metacognitive knowledge for effective self‐regulated strategic behaviour when reading in a foreign language. [ABSTRACT FROM AUTHOR] |
| Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185030880 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Leonet%2C+Oihana%22">Leonet, Oihana</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> oihana.leonet@ehu.eus</i><br /><searchLink fieldCode="AR" term="%22Arocena%2C+Elizabet%22">Arocena, Elizabet</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Saragueta%2C+Eider%22">Saragueta, Eider</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Literacy%22">Literacy</searchLink>. May2025, Vol. 59 Issue 2, p135-150. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Bilingual+students%22">Bilingual students</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Basque+language%22">Basque language</searchLink><br /><searchLink fieldCode="DE" term="%22Consciousness+raising%22">Consciousness raising</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigates the use of metacognitive strategies by young emergent multilingual students in a translanguaging pedagogy scenario. From a multilingual perspective, we understand metacognition as a broader concept that refers to the learning or thinking processes that encapsulate metalinguistic and crosslinguistic awareness. We focus on the performance phase of the reading process where students deploy strategies and monitor the progress and quality of the activity. The participants were 48 bilingual fifth graders in a multilingual school in the Basque Autonomous Community in the north of Spain; 39.5% of the students had Basque as their first language, while 60.5% had Spanish, similar to the sociolinguistic context of the school, and all were learning English as a foreign language. Data for this study were collected in the English class while the students were set in pairs to complete a reading comprehension task. Their performance was audio‐recorded, and language‐related episodes were analysed to explore the strategic behaviour of the students. This analysis identified episodes where students talked about either their language production or language use. The findings show that although pedagogical translanguaging focuses mainly on raising crosslinguistic awareness, it can also develop a broader metalinguistic awareness and facilitate metacognitive reflection. The study highlights the link between enhancing metalinguistic awareness and the development of multilingual students' metacognitive knowledge for effective self‐regulated strategic behaviour when reading in a foreign language. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/lit.12383 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 135 Subjects: – SubjectFull: Bilingual students Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Learning Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Basque language Type: general – SubjectFull: Consciousness raising Type: general Titles: – TitleFull: Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Leonet, Oihana – PersonEntity: Name: NameFull: Arocena, Elizabet – PersonEntity: Name: NameFull: Saragueta, Eider IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 17414350 Numbering: – Type: volume Value: 59 – Type: issue Value: 2 Titles: – TitleFull: Literacy Type: main |
| ResultId | 1 |
