Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition

Figures & data

Table 1. Self-reported language proficiency.

	Understanding	Speaking	Reading	Writing
	M (SD)	M (SD)	M (SD)	M (SD)
Basque	8.60 (1.31)	8.21 (1.37)	8.47 (1.20)	7.72 (1.49)
Spanish	8.92 (1.21)	8.92 (1.04)	8.75 (1.05)	7.98 (1.23)
English	6.52 (1.85)	6.24 (1.92)	6.68 (1.89)	6.53 (1.92)

Table 2. Overall group analysis: Morpheme identification task.

	Pre-test	Post-test
	M (SD)	M (SD)	Adj M (SE)
Experimental	5.65 (3.19)	6.71 (3.13)	6.54 (.40)
Control	4.82 (3.38)	5.97 (4.41)	6.25 (.51)

Figure 1. Pre- and post-test means by group in the morpheme identification task.

Table 3. Experimental group. Differences between pre-test and post-test in the morpheme identification task.

	Pre-test	Post-test	T	S
	M (SD)	M (SD)
Unhappiness	.68 (.88)	.92 (.91)	−1.91	.06
Teacher	.64 (.94)	.58 (.91)	.42	.67
Swimmer	.61 (.92)	.44 (.83)	1.21	.22
Surprising	.71 (.96)	1.10 (.99)	−2.43	.01
Enjoyable	1.30 (.96)	1.80 (.60)	−4.08	.00
Mindful	1.62 (.79)	1.71 (.70)	−.83	.41
Dangerous	1.00 (1.00)	1.20 (.98)	−1.28	.20

Table 4. Control group. Differences between pre-test and post-test in the morpheme identification task.

	Pre-test	Post-test	T	S
	M (SD)	M (SD)
Unhappiness	.61 (.78)	.70 (.63)	−.77	.44
Teacher	.53 (.89)	.71 (.97)	−1.13	.26
Swimmer	.53 (.89)	.65 (.95)	−.70	.48
Surprising	.70 (.96)	1.35 (3.30)	−1.11	.27
Enjoyable	.65 (.48)	.70 (.46)	−.57	.57
Mindful	1.41 (.92)	1.57 (.85)	−1.00	.32
Dangerous	.69 (.96)	.91 (1.01)	−1.27	.21

Table 5. Overall group analysis: Word formation task.

	Pre-test	Post-test
	M (SD)	M (SD)	Adj M (SE)
Experimental	4.53 (2.83)	9.70 (3.71)	9.79 (.45)
Control	4.95 (3.86)	8.42 (4.54)	8.27 (.57)

Figure 2. Pre- and post-test means by group in the word formation task.

Table 6. Experimental group. Differences between pre-test and post-test in the word formation task.

	Pre-test	Post-test	T	S
	M (SD)	M (SD)
Friendly	.79 (.98)	1.33 (.92)	−3.93	.00
Runner	1.33(.90)	1.22 (.93)	.880	.382
Farmer	1.04 (1.00)	1.15 (.97)	-.84	.401
Disagree	.06 (.33)	.06 (.23)	.00	1.00
Peaceful	.20 (.60)	.16 (.54)	.37	.70
Enjoyable	1.11 (1.00)	.93 (1.00)	1.04	.30
Unhappy	.21(.61)	.59 (.91)	−3.30	.02
Darkness	.02 (.14)	.07 (.33)	−1.00	.32
Fireman	.34 (.74)	.89 (.97)	−3.62	.00

Table 7. Control group. Differences between pre-test and post-test in the word formation task.

	Pre-test	Post-test	T	S
	M (SD)	M (SD)
Friendly	1.06 (.99)	1.24 (.96)	−1.18	,24
Runner	1.50 (.86)	1.27 (.90)	1.22	,22
Farmer	1.22 (.93)	1.19 (.92)	.22	,82
Disagree	.15 (.55)	.08 (.27)	.43	,67
Peaceful	.48 (.87)	.57 (.92)	−.43	,66
Enjoyable	1.20 (1.00)	1.20 (1.00)	.00	1,00
Unhappy	.28 (.70)	.34 (.76)	−.57	,57
Darkness	.25 (.68)	.38 (.80)	−1.00	,33
Fireman	1.19 (.98)	1.38 (.95)	−1.00	,33

Table 8. Experimental group. Means and SDs for students’ perceptions on translanguaging.

Min = 1- max = 10	M (SD)
1. Basque, Spanish and English are closer than I thought	6.98 (2.08)
2. It is confusing to learn Basque, Spanish and English at the same time	3.42 (2.75)
3. You learn more when you use Basque, Spanish and English in the same class	8.57 (1.93)
4. It is helpful to analyse Basque, Spanish and English jointly to promote understanding	9.01 (1.43)
5. It is easy to distinguish parts of a word	8.58 (1.58)
6. I prefer to learn languages separately	3.98 (2.98)
7. I prefer to learn the three languages at once	7.48 (2.78)
8. I like to do translanguaging	7.87 (2.22)
9. It is fun to compare languages	7.98 (1.71)