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56 views

Feedback Draft of Annotated Bibliography

Uploaded by

api-584003888
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Running Head: DEVELOPMENT OF TRANSLINGUAL SKILLS IN STUDY ABROAD


STUDENTS

Language is so a key component in our lives. It is the way we communicate to our loved ones,

peers, and even with ourselves. Translingual competence is defined as individuals' ability to

arrange meaning when its diversified and semiotic resources intersect and awareness of how

affordances are shaped by different goals, methods, and identities in communicative contexts

(Kang & Pacheco, 2020). It is diversified and interconnected when we enter another country that

shares different language and culture. Therefore, what better what to develop these translingual

skills then putting it to practice in the country where the language originated. 

The following presents the scholarly secondary sources I will be including in my research paper.

These sources contribute to my argument being that students can develop their translingual skills

through study abroad. In these sources translingual skills is analyzed through second-language

reading, writing, speaking, and listening skills, fluency, proficiency, and awareness. All sources

present data that evidences supports my thesis. However, it diversified through their

methodology, participants, the type of language skills investigated. Together, these secondary

sources not only contribute to my research question, but they also contribute to my guiding

questions, discussion and endgame.

The data from these sources all indicated there was significant improvement in translingual skills

after studying abroad. Additionally, my sources discuss the benefits of studying abroad, such as

increase intercultural awareness, translingual competence, and increase second language

proficiency.
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DEVELOPMENT OF TRANSLINGUAL SKILLS IN STUDY ABROAD STUDENTS

Di Silvio, Francesca, et al. “The Development of L2 Fluency During Study Abroad: A Cross-Language
Study.” The Modern Language Journal, vol. 100, no. 3, [National Federation of Modern
Language Teachers Associations, Wiley], 2016, pp. 610–24. 

This study explores the development of student’s language proficiency and its relations to
proficiency improvement, while studying abroad for a semester. The participants include 75
American university students studying 1 of 3 languages (Russian, mandarin, and Spanish). The
study concluded that there was a significant increase in fluency and proficiency in the student’s
speech. This journal examines the translingual skills of speech. Therefore, I will use it as
supporting evidence in my study. 

Evans, Michael, and Linda Fisher. “Measuring Gains in Pupils’ Foreign Language Competence as a
Result of Participation in a School Exchange Visit: The Case of Y9 Pupils at Three
Comprehensive Schools in the UK.” Language Teaching Research, vol. 9, no. 2, Jan. 2005, pp.
173–192. 

This journal article explores evidence given through quantitative and qualitative measurements
of second language proficiency while participating in exchange. It discusses the short-term
effects on four language skills: writing, speaking, listening and writing. The data presented that
the foeign exchange experience did improve students second language proficiency. Like most of
my secondary sources this source provides supporting evidence to my argument. This source
presents qualitative and quantitative data that supports my thesis being that students can develop
their translingual skills through study abroad.

Kang, H.-S., & Pacheco, M. B. (2020). Translingual competence and study abroad: Shifts In
SOJOURNERS’ approaches to second language learning. Language and Education, 34(5), 425–
439. 

The study examines whether students from a University in Korea developed translingual
competence while studying abroad at a US Midwestern University. The journal article defines
translingual competence as individuals’ ability to arrange meaning when its diversified and
semiotic resources intersect. It collected data through bi-weekly reflections, group interviews,
individual interviews, questionnaires, and participant observation notes. The data indicates that
the students did develop their translingual competence from the program. This source provides
supporting evidence to my argument. 
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DEVELOPMENT OF TRANSLINGUAL SKILLS IN STUDY ABROAD STUDENTS

Lord, Gillian. “Second-Language Awareness and Development during Study Abroad: A Case Study.”
Hispania, vol. 92, no. 1, American Association of Teachers of Spanish and Portuguese, 2009, pp.
127–41

Lord contributes to continuing investigations of what linguistic improvements are attainable


through study abroad. The methodology used in their study was through a case study approach
on one participant written language skills. The findings showed improvement in the accuracy,
yet few changes in fluency. Additionally, the student in the case study was culturally and
linguistically aware of her progress, but not always aware of their mistakes. This source is the
first of mt secondary sources that use a case study, and analysis one participant. It provides
evidence in a new way, which provides diverse evidence and discussion for my research. 

Savicki, V. (2011). Relationship of foreign language proficiency to study abroad outcomes and inputs.
Frontiers: The Interdisciplinary Journal of Study Abroad, 21(1), 63–85. 

Savicki examines the relationship between various measures of language proficiency and the
relationship between those measures along with study abroad outcomes and inputs. The findings
of this study indicate that there is an advantage for students using the host countries language to
positive study abroad outcomes. Additionally, social cultural adaptation was correlated to
language proficiency. This source compared to the others focuses more on how linguistic skills
contributed to the outcome of study abroad. The discussion and findings of this study align with
the endgame of my research, which is if the outcomes of study abroad are worth the costs.
Therefore, I will include this source in the discussion of my research paper

Watson, J. R., & Wolfel, R. L. (2015). The intersection of language and culture in study abroad:
Assessment and analysis of study abroad outcomes. Frontiers: The Interdisciplinary Journal of
Study Abroad, 25(1), 57–72. 

This source identifies language proficiency as one of the outcomes of study abroad. It explores
the statistical relationship of language proficiency, intercultural competence, and socializations
variable. The findings indicate there was improvement in observed linguistic skills between pre-
and post-immersion scores. Like most of my secondary sources this article presents statistical
evidence that supports my thesis.

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