Enhancing English Writing Skills among Native Spanish-Speaking Students through translanguaging: an Action Research at Liceo 7, Santiago, Chile
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Date
2024
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Abstract
Este proyecto de investigación-acción explora la enseñanza de la escritura en inglés mediante la actividad de translanguaging "Reading as Writers, Using Mentor Texts." Realizado en una clase de undécimo grado del Bachillerato Internacional en el Liceo 7 de Providencia, Santiago, Chile, el estudio tuvo como objetivo mejorar el rendimiento en la escritura de reseñas de películas (movie reviews). Para ello, se utilizó estratégicamente el español y el inglés, junto con la pedagogía basada en géneros (genre-based pedagogy), para enseñar las etapas específicas de la escritura de reseñas de películas y ampliar el repertorio lingüístico de los estudiantes.Los resultados obtenidos muestran que las actividades de translanguaging, junto con la pedagogía basada en géneros, mejoraron significativamente la capacidad de los estudiantes para escribir reseñas de películas. Además, estas intervenciones facilitaron la aplicación de nuevo vocabulario y estructuras lingüísticas complejas, enriqueciendo así su expresión escrita en inglés.
This action research project examines the teaching of writing in English through a translanguaging-based activity called "Reading as Writers, Using Mentor Texts." The research occurred in an International Baccalaureate eleventh-grade class at Liceo 7 de Providencia in Santiago, Chile. The main objectives here are to establish an effective strategy to improve students' writing performance in English, specifically in creating movie reviews. This action research was on the strategic and planned use of Spanish and English to increase their entire linguistic repertoire and thus improve their ability to create texts in English using all of their knowledge. The results of the research intervention reveal several favorable outcomes. First, the chosen translanguaging activities effectively improved students' writing performance, as evidenced by the significant increase in post-test scores. Second, translanguaging enhanced students' understanding of the genre and ability to navigate complex linguistic structures. Last, the pedagogic intervention increased students' confidence and perception of their writing abilities. For all these reasons, this action research project has demonstrated that translanguaging-based activities create an inclusive and effective classroom environment. Moreover, translanguaging ensured that all eleventh-grade students, regardless of their language level, were encouraged to participate in classroom activities and improve their English writing performance.
This action research project examines the teaching of writing in English through a translanguaging-based activity called "Reading as Writers, Using Mentor Texts." The research occurred in an International Baccalaureate eleventh-grade class at Liceo 7 de Providencia in Santiago, Chile. The main objectives here are to establish an effective strategy to improve students' writing performance in English, specifically in creating movie reviews. This action research was on the strategic and planned use of Spanish and English to increase their entire linguistic repertoire and thus improve their ability to create texts in English using all of their knowledge. The results of the research intervention reveal several favorable outcomes. First, the chosen translanguaging activities effectively improved students' writing performance, as evidenced by the significant increase in post-test scores. Second, translanguaging enhanced students' understanding of the genre and ability to navigate complex linguistic structures. Last, the pedagogic intervention increased students' confidence and perception of their writing abilities. For all these reasons, this action research project has demonstrated that translanguaging-based activities create an inclusive and effective classroom environment. Moreover, translanguaging ensured that all eleventh-grade students, regardless of their language level, were encouraged to participate in classroom activities and improve their English writing performance.
Description
Tesis (Magíster en Lingüística Aplicada al Inglés como Lengua Extranjera)--Pontificia Universidad Católica de Chile, 2024
Keywords
Translanguaging, English writing skills, Bilingual education