A comparative study of developing L1 and L2 writers’ metalinguistic activity in collaborative writing tasks among young Basque immersion learners

• Isabel García-del-Real ^[1] ; Maite López-Flamarique ^[1] ; Mónica Aznárez-Mauleón ^[1] ; Izaskun Villarreal ^[1]
  1. [1] Universidad Pública de Navarra

     Universidad Pública de Navarra

     Pamplona, España

     
• Localización: Language awareness, ISSN 0965-8416, Vol. 34, Nº. 2, 2025, págs. 450-475
• Idioma: inglés
• DOI: 10.1080/09658416.2024.2419033
• Texto completo no disponible (Saber más ...)
• Resumen
  • español

    La literatura sobre la conversación metalingüística en tareas de escritura colaborativa se centra en alumnado de secundaria o adulto que escribe en su L1 o en su L2, pero no hay estudios que contrasten el proceso de escritura en sus dos lenguas. Además, estas investigaciones analizan principalmente las discusiones sobre corrección y no tienen en cuenta las discusiones estilísticas. En este trabajo, se compara la actividad metalingüística de 65 estudiantes bilingües de 5° de Primaria (10-11 años) durante la escritura colaborativa de textos en español L1 y vasco L2. Se analizaron y se compararon los episodios metalingüísticos (LRE en inglés) encontrados en las conversaciones del alumnado en ambas lenguas. La cantidad de episodios fue similar en ambas lenguas, con una tendencia a resolver las discusiones de manera correcta durante la escritura en L1 y L2. Sin embargo, se observaron diferencias en el contenido de los LREs: se produjeron más discusiones sobre morfosintaxis en vasco y más sobre ortografía en español. Además, hubo más LREs sobre corrección en vasco y más sobre estilo en español. Estos resultados se discuten en relación a la madurez y competencia lingüística del alumnado: se presta más atención a la ortografía en edades tempranas debido a una inmadurez en el desarrollo de las reglas de transcripción de la lengua, y hay más discusión estilística a mayor nivel lingüístico.

  • English

    Studies analysing the metatalk generated in collaborative writing (CW) tasks have primarily targeted secondary or adult students who wrote either in L1 or L2, and have seldom examined the process of their writing in two languages. Furthermore, these analyses have mostly focused on accuracy discussions and have ignored discussions aimed at making stylistic decisions. This study compared the metalinguistic activity of 65 bilingual Spanish-Basque Primary school students (at the age of 10–11 years) writing in L1 (Spanish) and L2 (Basque). Students’ conversations in the two languages were scrutinised and later compared for Language-Related Episodes (LRE). Similarities were observed between the two languages regarding the number of LREs and their correct resolutions. However, differences arose regarding the focus of the LREs: more morphosyntactic LREs were produced in L2 Basque, whereas spelling LREs were the most common in L1 Spanish. Additionally, L2 Basque had more accuracy-driven LREs and L1 Spanish had more stylistic LREs. The results are discussed in terms of maturity and proficiency: more attention is paid to spelling at younger ages owing to the immature development of transcription rules, and more discussions are made on style as language proficiency increases.

  • euskara

    Idazketa kolaboratiboan (CW ingelesez) sortutako jarduera metalinguistikoa aztertzen duten ikerlanek L1en edo L2n idazten duten bigarren hezkuntzako ikasleak zein helduak izan dituzte aztergai batez ere. Era berean, oso gutxitan aztertu dute idazketa-prozesua bi hizkuntzetan. Azterketa horiek, halaber, zuzentasuna helburu duten eztabaiden azterketan oinarritu dira batez ere, erabaki estilistikoetan oinarritutako eztabaidak alde batera utziz. Artikulu honetan, Lehen Hezkuntzako 65 ikasle elebidunen (10-11 urte) jarduera metalinguistikoa konparatuko dugu. Ikasle horiek beren L1en (gaztelania) eta L2n (euskara) idazten dute. Bi hizkuntzetako elkarrizketak hizkuntzarekin lotutako gertaeretan (ingelesez LRE) aztertu dira. LREn maiztasunean eta erresoluzio egokien kopuruan antzekotasunak egon badaude, eta desberdintasunak, aldiz, LREn fokoan eta helburuan ikusi dira. Euskal testuak idaztean, eztabaidak LRE morfosintaktikoei buruzkoak izan dira batez ere; eta gaztelerazkoetan, berriz, alderdi mekanikoei buruzkoak. Gainera, zuzentasuna-helburu zuten LREak izan dira nagusi euskaraz; gazteleraz, ordea, eztabaida gehienak arrazoi estilistikoek eragin dituzte. Emaitzak garapen kognitibo eta hizkuntza mailaren arabera azaldu dira.

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