Abstract:

Introduction:
Literature that exists on Translanguaging in higher education is scarcely enough. We see Translanguaging as a “theory that posits that bilinguals have one unitary language system that enable them to use all language features fluidly… also refers to pedagogy that leverages that fluid language use” (Garcia, Ibarra-Johnson & Seltzer, 2017). Garcia introduces the concept of translanguaging as multiple practices in which bilinguals engage in order to make sense of their worlds (Garcia,2009).

Translanguaging Pedagogies:
Pedagogical Translanguaging implies a focus on multilingualism based on multilingual speakers’ whole linguistic repertoire and the context (Garcia, et.al., 2017). The translanguaging pedagogy provides the teachers with strategies to:
(1) support students as they engage with and comprehend complex content and texts, helping students learn more successfully.
(2) provide opportunities for students to develop linguistic practices for academic contexts by supporting bilingual students, ability to use language to gather, comprehend, evaluate, synthesize, and report information and ideas using text-based evidence. (Ibid.)
Students can make progress in the target languages by activating the resources they have in their linguistic repertoire (Cummins and Persad, 2014).

Cognates:
Cognates are words that are spelled the same or similarly yet pronounced differently in two or more languages. Most often cognates have a common etymology or background. Spanish-English cognates can be categorized by how they became part of each language from Latin, Greek, from Spanish, English or originated in other languages. (Erichsen, G.; 2020).

Context:
The purpose of this study is to investigate pedagogical translanguaging of cognates with a group of bilingual -Spanish/English students - registered in CIS 303-Discrete Structures for the Academic Year Fall 1- 2023. Teaching in a synchronous modality, students attend class for eight weeks and meet twice a week.

Methodology & Participants:
Fifteen juniors pursuing a Bachelor of Science in Computer Science and Information Systems at St. Augustine College, a four-year bilingual institution in Illinois (USA). Most students’ home language is Spanish and lacking a strong domain of the English language.

Course Content:
• Language of Instruction; English
• Textbook; English

Group Work:
• groups (6-7)
• Students list and identify cognates in Spanish and English
• Students write sentences in Spanish and English with cognates.

Research Questions:
RQ1. Is the identification of cognates in two languages related to comprehension of complex content and text?
RQ2. Is the instruction of cognates in Spanish and English related to the development of metalinguistic awareness?

Instruments:
• Background Questionnaire
• Cognates Recognition Task
• Student Interview

Procedures:
• Groups of two members
• Identify, list, and discuss words meaning from textbook
• Create list cognates in Spanish and English
• Write sentences in Spanish and English from cognates.

Keywords:

Translanguaging, Cognates.