Arab World English Journal (AWEJ) Volume 11. Number 4. December 2020 Pp.461-473
A Shift from a Monoglossic to a Heteroglossic View: Metalinguistic Stego-
Translanguaging Lens Approach
Mohammad Awad Al-Dawoody Abdulaal
Department of English, College of Science and Humanities
Prince Sattam Bin Abdulaziz University, Kingdom of Saudi Arabia
Department of English, Faculty of Arts, Port Said University, Egypt
This research study aims at replacing monoglossic approaches with a stego-translanguaging pedagogy (i.e., the indirect use of the mother tongue to enhance the target language perception and acquisition). To solve the problematic constant decline in the learners’ reading and writing IELTS scores in Port Said Language Center and to check the influence of the stego-translanguaging approach, two groups of participants were randomly chosen, an experimental group with 33 English as a Foreign Language (EFL) learners from different colleges in Port Said University in Egypt and a control group with 30 EFL learners. The participants in the experimental group followed a heteroglossic pedagogy, whereas the control group followed a strictly non-plurilingual monolingual approach. The results of Kruskal-Wallis test showed that the stego-translanguaging approach was much more influential in teaching IELTS reading than the monoglossic conventional approach with 1.483 as a mean difference between the two groups as (µ1=7) in the experimental group and (µ2= 5.517) in the control group. Another crucial result was displayed by a parametric test conducted to examine the significant differences between the IELTS writing posttest scores in the experimental and the control groups. The test showed that µ1 > µ2 with an estimation difference of 1.535, where µ1= 6.818 and µ2 = 5.28
Keywords: stego-translanguaging, heteroglossic approach, monoglossic pedagogy, IELTS
Cite as: Abdulaal, M. A. A. (2020). A Shift from a Monoglossic to a Heteroglossic View: Metalinguistic Stego-Translanguaging Lens Approach. Arab World English Journal, 11 (4) 461-673.
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