Purpose: This systematic review evaluates the latest available evidence regarding augmentative and alternative communication (AAC) interventions in children from 0 to 6 years old diagnosed with various disabilities. Method: A systematic... more
Purpose: This systematic review evaluates the latest available evidence regarding augmentative and alternative communication (AAC) interventions in children from 0 to 6 years old diagnosed with various disabilities. Method: A systematic search was conducted in MEDLINE (OVID), PsycINFO (EBSCO), ERIC (ProQuest), SCIELO (WOS), Teacher Reference Center (EBSCO), and Education Database (ProQuest), and studies on AAC interventions in children from 0 to 6 years old diagnosed with various disabilities were selected independently by two reviewers (A.L.-R. and N.I.M.) according to the purpose of the review. Results: Twenty-nine of 1,709 studies met the inclusion criteria for this review. The methodological quality of the included studies was assessed, and the characteristics and results of the studies were extracted by a descriptive analysis (O.L.S. and M.O.-V.). Conclusion: This analysis revealed that children with different diagnoses show improvements in expressive and receptive communicatio...
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Tradicionalmente el aprendizaje de lenguas adicionales se ha caracterizado por la insistencia en la utilizacion exclusiva de la lengua meta en el aula. Esta tradicion es cuestionada por el enfoque multilingue, que promueve la utilizacion... more
Tradicionalmente el aprendizaje de lenguas adicionales se ha caracterizado por la insistencia en la utilizacion exclusiva de la lengua meta en el aula. Esta tradicion es cuestionada por el enfoque multilingue, que promueve la utilizacion de los recursos linguisticos del alumnado. Este enfoque se ha aplicado con exito en una intervencion didactica que cruza fronteras entre tres lenguas en primaria.
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Translanguaging terminoan elebakartasunean oinarritutako hizkuntzen banaketarekin apurtzea proposatzen duten hainbat ekarpen teoriko nahiz praktiko biltzen dira. Ikerketa hau, ikasgela ba- rruan, hizkuntzen artean muga zurrunik ezarri... more
Translanguaging terminoan elebakartasunean oinarritutako hizkuntzen banaketarekin apurtzea proposatzen duten hainbat ekarpen teoriko nahiz praktiko biltzen dira. Ikerketa hau, ikasgela ba- rruan, hizkuntzen artean muga zurrunik ezarri gabe, euskararen, gaztelaniaren eta ingelesaren arteko antze- kotasunak nabarmentzen dituen proiektu pedagogiko handiago baten barruan gauzatu da. Zehazki, hizkuntza baliabideen erabilera alderatze hutsetik haratago joan, eta baliabide hauen erabilera estimulatzen duen esku- hartze didaktikoak ikasleen euskara mailan izandako eragina aztertu da. Ikerketa honetan Euskal Autonomia Erkidegoko ikastetxe publiko bateko 5. eta 6. mailako 89 ikaslek parte hartu dute. Ikasle guztiek euskarazko irakurriaren ulermena neurtzeko test bat gauzatu dute esku-hartzearen aurretik eta ostean. Ikasleez gain proiektuan parte hartu duen euskara irakaslearen iritziak ere jaso dira erdi-egituratutako elkarrizketa baten bidez. Emaitzek erakusten dutenez, esku-hartzeak ez du i...
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Translanguaging is an umbrella term that encompasses a variety of theories and pedagogical practices that aim at softening boundaries among languages. The current study is part of a larger research project that highlight similarities... more
Translanguaging is an umbrella term that encompasses a variety of theories and pedagogical practices that aim at softening boundaries among languages. The current study is part of a larger research project that highlight similarities among Basque, Spanish and English and breaks with the strict separation among languages in class. The specific focus of this study is to examine the effect of the intervention on the development of the Basque language. Participants were 89 students from 5th and 6th grade of primary education from a public school of the Basque Autonomous Community. All students completed the Basque reading test before and after the intervention. Beside, a Basque language teacher who took part in the intervention participated in a semi-guided interview to gather further information about the pedagogical project. The results indicate that the pedagogical intervention based on translanguaging did not have a negative effect on students’ Basque competence. Furthermore, the teacher provided a positive feedback about the intervention and highlighted the value of the materials to promote students’ language and metalinguistic awareness.
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Learning two or more languages at school is quite common all over Europe, but languages are often isolated from each other. This pedagogical practice is in contrast to the way multilingual speakers use their whole linguistic repertoire... more
Learning two or more languages at school is quite common all over Europe, but languages are often isolated from each other. This pedagogical practice is in contrast to the way multilingual speakers use their whole linguistic repertoire when communicating in social contexts. These multilingual solitudes are challenged when translanguaging pedagogies are used and multilingual students are allowed to use the resources in their linguistic repertoire. The specific focus of this article is to examine translanguaging as a pedagogical tool as related to a context wherein Basque is the main language of instruction, but a minority language in society. The article reports the characteristics of a pedagogical intervention based on translanguaging, which aims at developing language awareness, metalinguistic awareness, and communicative and academic competences in Basque, Spanish, and English. Our findings show that pedagogical translanguaging can be compatible with the maintenance and development of a minority language.
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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... more
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.