Translanguaging pedagogies in developing morphological awareness: the case of Japanese students learning Chinese in China

Abstract This mixed-methods study explored the development of morphological awareness in learning Chinese as a third language, focusing on how activation learner’s multilingual repertoire can influence awareness. The was conducted for period eight weeks with 62 Japanese students program at university China. are native speakers English and their second languages. were allocated into an experimental group control group. received translanguaging instruction, while completed through monolingual approach which language instruction Chinese. main aim intervention to help utilize multilinguistic across languages morphology learning. results revealed that scores higher participants than focus interviews favorably perceived use strategies Moreover, reported cognitive, interactive, affective benefits from pedagogy. Finally, this paper presents relevant implications pedagogy teaching morphology.