Enhancing multilingual young students’ pragmatic awareness through pedagogical translanguaging

References

• Alcón-Soler, E., & Pitarch, J. G. (2010). The effect of instruction on learners’ pragmatic awareness: A focus on refusals. International Journal of English Studies, 10(1), 65–80. https://doi.org/10.6018/ijes/2010/1/113981
   Google Scholar
• Blum-Kulka, S., House, J., & Kasper, G. (1989). Investigating cross-cultural pragmatics: An introductory overview. Cross-cultural Pragmatics: Requests and Apologies, 31, 1–34.
   Google Scholar
• Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage. Cambridge University Press.
   Google Scholar
• Cenoz, J. (2007). The acquisition of pragmatic competence and multilingualism in foreign language contexts. In E. Alcón-Soler & P. Safont (Eds.), Intercultural language use and language learning (pp. 123–140). Springer. https://doi.org/10.1007/978-1-4020-5639-0_7
   Google Scholar
• Cenoz, J. (2017). Translanguaging in school contexts: International perspectives. Journal of Language, Identity & Education, 16(4), 193–198. https://doi.org/10.1080/15348458.2017.1327816
   Web of Science ®Google Scholar
• Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39(2), 300–311. https://doi.org/10.1111/weng.12462
   Web of Science ®Google Scholar
• Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging. Cambridge University Press. https://doi.org/10.1017/9781009029384
   Google Scholar
• Cenoz, J., Leonet, O., & Gorter, D. (2022). Developing cognate awareness through pedagogical translanguaging. International Journal of Bilingual Education and Bilingualism, 1–15. https://doi.org/10.1080/13670050.2021.2021387
   Web of Science ®Google Scholar
• Cenoz, J., & Santos, A. (2020). Implementing pedagogical translanguaging in trilingual schools. System, 92, 102273. https://doi.org/10.1016/j.system.2020.102273
   Web of Science ®Google Scholar
• Cummins, J. (2021). Rethinking the education of multilingual learners. Multilingual Matters. https://doi.org/10.21832/9781800413597
   Google Scholar
• Halenko, N. (2018). Using computer-assisted language learning (CALL) tools to enhance output practice. In C. Jones (Ed.), Practice in second language learning (pp. 137–163). Cambridge University Press.https://doi.org/10.1017/9781316443118
   Google Scholar
• Hopp, H., & Thoma, D. (2021). Effects of plurilingual teaching on grammatical development in early foreign-language learning. The Modern Language Journal, 105(2), 464–483. https://doi.org/10.1111/modl.12709
   Web of Science ®Google Scholar
• Ishihara, N., & Cohen, A. D. (2014). Teaching and learning pragmatics: Where language and culture meet. Routledge.
   Google Scholar
• Kasper, G., & Roever, C. (2005). Pragmatics in second language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 317–334). Erlbaum.
   Google Scholar
• Kesckes, I. (2019). English as a lingua franca. The pragmatic perspective. Cambridge University Press.
   Google Scholar
• Kim, Y., & Taguchi, N. (2015). Promoting task-based pragmatics instruction in EFL classroom contexts: The role of task complexity. The Modern Language Journal, 99(4), 656–677. https://doi.org/10.1111/modl.12273
   Web of Science ®Google Scholar
• Kim, Y., & Taguchi, N. (2016). Learner–learner interaction during collaborative pragmatic tasks: The role of cognitive and pragmatic task demands. Foreign Language Annals, 49(1), 42–57. https://doi.org/10.1111/flan.12180
   Web of Science ®Google Scholar
• Leech, G. N. (1983). Principles of pragmatics. Longman.
   Google Scholar
• Leonet, O., Cenoz, J., & Gorter, D. (2020). Developing morphological awareness across languages: Translanguaging pedagogies in third language acquisition. Language Awareness, 29(1), 41–59. https://doi.org/10.1080/09658416.2019.1688338
   Web of Science ®Google Scholar
• Leonet, O., & Saragueta, E. (2023). The case of a pedagogical translanguaging intervention in a trilingual primary school: The students’ voice. International Journal of Multilingualism, 1–19. https://doi.org/10.1080/14790718.2023.2224009
   Web of Science ®Google Scholar
• Leung, C., & Valdés, G. (2019). Translanguaging and the transdisciplinary framework for language teaching and learning in a multilingual world. The Modern Language Journal, 103(2), 348–370. https://doi.org/10.1111/modl.12568
   Web of Science ®Google Scholar
• Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641–654. https://doi.org/10.1080/13803611.2012.718488
   Google Scholar
• Lyster, R., Quiroga, J., & Ballinger, S. (2013). The effects of biliteracy instruction on morphological awareness. Journal of Immersion and Content-Based Language Education, 1(2), 169–197. https://doi.org/10.1075/jicb.1.2.02lys
   Google Scholar
• Martinez-Buffa, I., & Safont, P. (2023). Multilingual pragmatic awareness in collaborative writing. Language Awareness, 32(3), 421–442. http://dx.doi.org/10.1080/09658416.2022.2094389
   Web of Science ®Google Scholar
• Martín-Laguna, S. (2022). The multilingual turn in pragmatics: Is the use of hedges and attitude markers shared across languages in trilingual writing? Applied Pragmatics, 4(1), 63–91. https://doi.org/10.1075/ap.20024.mar
   Google Scholar
• McConachy, T. (2019). L2 pragmatics as ‘intercultural pragmatics’: Probing sociopragmatic aspects of pragmatic awareness. Journal of Pragmatics, 151, 167–176. https://doi.org/10.1016/j.pragma.2019.02.014
   Web of Science ®Google Scholar
• McConachy, T. (2022). Pragmatic awareness in intercultural language learning. In I. Kecskes (Ed.), The Cambridge handbook of intercultural pragmatics (Cambridge handbooks in language and linguistics) (pp. 766–787). Cambridge University Press. https://doi.org/10.1017/9781108884303.030
   Google Scholar
• McConachy, T., & Spencer-Oatey, H. (2020). Developing pragmatic awareness. In K. P. Schneider & E. Ifantidou (Eds.), Developmental and clinical pragmatics (handbook of pragmatics, Vol. 13) (pp. 393–428). Mouton de Gruyter. https://doi.org/10.1515/9783110431056
   Google Scholar
• Myrset, A. (2022). ‘You could win Masterchef with this soup. Can I get some more?’ Request production and the impact of instruction on young EFL learners. Journal of Pragmatics, 192, 56–76. https://doi.org/10.1016/j.pragma.2022.02.010
   Web of Science ®Google Scholar
• Myrset, A., & McConachy, T. (2023). Incorporating pragmatics into primary English language teacher education. In D. Valente & D. Xerri (Eds.), Innovative practices in early English language education (pp. 305–327). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-12922-3_15
   Google Scholar
• Nightingale, R., & Safont, P. (2019). Pragmatic translanguaging: Multilingual practice in adolescent online discourse. In P. Salazar-Campillo & V. Codina-Espurz (Eds.), Investigating the learning of pragmatics across ages and contexts (pp. 167–195). Brill. https://doi.org/10.1163/9789004409699_009
   Google Scholar
• Portolés, L. (2015). Multilingualism and very young learners. An analysis of pragmatic awareness and language attitudes. De Gruyter. https://doi.org/10.1515/9781501500022
   Google Scholar
• Portolés, L., & Safont, P. (2018). Examining authentic and elicited data from a multilingual perspective. The real picture of child requestive behaviour in the L3 classroom. System, 75, 81–92. https://doi.org/10.1016/j.system.2018.03.012
   Web of Science ®Google Scholar
• Safont, P. (2005). Third language learners. Pragmatic production and awareness. Multilingual Matters.
   Google Scholar
• Safont, P. (2022). ‘In English!’ teachers’ requests as reactions to learners’ translanguaging discourse. Language, Culture and Curriculum, 35(3), 317–333. https://doi.org/10.1080/07908318.2021.1979578
   Web of Science ®Google Scholar
• Safont, P. (2023). Multilingual cyberpragmatics in instructional settings. Exploring gender and age effects in Catalan, Spanish and English email requests. International Journal of Multilingualism, 1–23. https://doi.org/10.1080/14790718.2023.2187811
   Web of Science ®Google Scholar
• Safont, P., & Alcón-Soler, E. (2012). Teachability of request act peripheral modification devices in third language learning contexts. In M. Economidou-Kogetsidis & H. Woodfield (Eds.), Interlanguage request modification (pp. 275–314). John Benjamins Publishing Company.
   Google Scholar
• Safont, P., & Portolés, L. (2015). Pragmatic awareness in early consecutive third language learners. Current findings from research on multilingualism. In P. Safont & L. Portolés (Eds.), Learning and using multiple languages (pp. 218–237). Cambridge Scholars Publishing.
   Google Scholar
• Safont, P., & Portolés, L. (2016). Pragmatic functions of formulaic speech in three different languages: A focus on early L3 learners of English. Journal of Immersion and Content-Based Language Education, 4(2), 225–250. https://doi.org/10.1075/jicb.4.2.04saf
   Web of Science ®Google Scholar
• Safont Jordà, M. P. (2003). Metapragmatic awareness and pragmatic production of third language learners of English: A focus on request acts realizations. International Journal of Bilingualism, 7(1), 43–68. http://dx.doi.org/10.1177/13670069030070010401
   Google Scholar
• Sánchez-Hernández, A., & Martínez-Flor, A. (2022). Teaching the pragmatics of English as an international language: A focus on pragmatic markers. Language Teaching Research, 26(2), 256–278. https://doi.org/10.1177/13621688211064933
   Web of Science ®Google Scholar
• Savić, M., Economidou-Kogetsidis, M., & Myrset, A. (2021). Young Greek Cypriot and Norwegian EFL learners: Pragmalinguistic development in request production. Journal of Pragmatics, 180, 15–34. https://doi.org/10.1016/j.pragma.2021.04.006
   Web of Science ®Google Scholar
• Taguchi, N. (2019). The Routledge handbook of second language acquisition and pragmatics. Routledge.
   Google Scholar
• Trosborg, A. (1995). Statutes and contracts: An analysis of legal speech acts in the English language of the law. Journal of Pragmatics, 23(1), 31–53. https://doi.org/10.1016/0378-2166(94)00034-C
   Web of Science ®Google Scholar
• Tsui, A. B. M. (2017). Classroom discourse: Theoretical orientations and research approaches. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism (pp. 187–203). Springer. https://doi.org/10.1007/978-3-319-02240-6_15
   Google Scholar
• Usó-Juan, E. (2021). Long-term instructional effects on learners’ use of email request modifiers. In M. Economidou-Kogetsidis, N. Halenko, & M. Savić (Eds.), Email pragmatics and second language learners (pp. 71–99). https://doi.org/10.1075/pbns.328
   Google Scholar
• Usó-Juan, E. (2022). Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty. Language Teaching Research, 26(2), 213–237. https://doi.org/10.1177/13621688211066997
   Web of Science ®Google Scholar
• Usó-Juan, E., & Martínez-Flor, A. (2021). Fostering learners’ (meta)pragmatic awareness through film analysis. Language Value, 14(1), 85–111. https://doi.org/10.6035/languagev.5821
   Google Scholar
• van Compernolle, R. A. (2014). Sociocultural theory and L2 instructional pragmatics. Multilingual Matters.
   Google Scholar