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El presente estudio cualitativo pretende describir cómo el translanguaging influye en el desarrollo de las habilidades de comprensión lectora en inglés y español de los participantes en un entorno extracurricular. Se basó en un modelo de educación bilingüe heterogéneo y dinámico, y estableció sus bases teóricas en autores como Douglas, 2001; García, 2009; y Grabe, 2010. La implementación de este proyecto se llevó a cabo con 11 estudiantes de cuarto grado de una institución educativa pública de Risaralda, Colombia, durante 14 horas en un período de 7 semanas. Los datos se recolectaron a través de la observación, diarios de campo y encuestas, los cuales se analizaron con el software Taguette. Se concluyó que el proyecto promovió el desarrollo de las habilidades de comprensión lectora en inglés, contribuyó al reconocimiento y la apropiación de nuevos elementos léxicos en inglés e hizo uso del translanguaging para mejorar la producción en inglés. The present qualitative study aims to describe how translanguaging influences the development of English and Spanish reading comprehension skills of participants in an extracurricular setting. It was based on a heteroglossic and dynamic bilingual education model and established its theoretical foundations on authors such as Douglas, 2001; García, 2009; and Grabe, 2010. The implementation of this project was conducted with 11 fourth-grade students of a public educational institution in Risaralda, Colombia, for 14 hours in a period of 7 weeks. The data were collected through observation, field diaries and surveys, which were analyzed using Taguette software. It was concluded that the project promoted the development of reading comprehension skills in English, contributed to the recognition and appropriation of new lexical items in English, and made use of translanguaging to enhance English production. Pregrado Licenciado(a) en Bilingüismo con Énfasis en Inglés Content Abstract........................................................................................................................................... 3 Resumen.......................................................................................................................................... 4 Acknowledgments........................................................................................................................... 5 Statement of the Problem.............................................................................................................. 11 Research question and objectives ................................................................................................. 14 Research question ..................................................................................................................... 14 General objective ...................................................................................................................... 15 Specific Objectives ................................................................................................................... 15 Theoretical framework.................................................................................................................. 15 Conceptual Framework............................................................................................................. 15 Reading: Different Perspectives ........................................................................................... 16 The concept of Intensive Reading vs Extensive Reading..................................................... 17 Levels of Reading Comprehension....................................................................................... 17 Skimming vs Scanning Techniques...................................................................................... 19 Integral Development............................................................................................................ 20 Communicative Dimension .................................................................................................. 20 Bilingual Education .............................................................................................................. 21 Emergent Bilinguals.............................................................................................................. 22 Communicative Repertoire ................................................................................................... 23 Task-based instruction .......................................................................................................... 24 Translanguaging.................................................................................................................... 24 Translanguaging as a Strategy for Reading .......................................................................... 26 Literature Review...................................................................................................................... 26 Methodology............................................................................................................................. 29 Type of study ........................................................................................................................ 29 Descriptive ............................................................................................................................ 30 Context.................................................................................................................................. 30 English Language Training................................................................................................... 31 The reading competence ....................................................................................................... 32 Participants............................................................................................................................ 32 Instructional Design .............................................................................................................. 32 Data collection techniques and instruments.......................................................................... 33 Researchers' role ....................................................................................................................... 35 Resources.................................................................................................................................. 35 Data analysis............................................................................................................................. 36 Findings......................................................................................................................................... 38 The translingual reading club contributed to the development of literal reading comprehension skills in English. .......................................................................................... 39 The translingual reading club contributed to the recognition and appropriation of new lexical items and their meaning. ........................................................................................... 46 Opportunities of using translanguaging in a reading club for primary school students. ...... 55 Conclusions................................................................................................................................... 66 Limitations.................................................................................................................................... 68 Implications................................................................................................................................... 70 Pedagogical implications.......................................................................................................... 70 Research implications............................................................................................................... 71 References..................................................................................................................................... 72 |
