Contrastive Linguistic Analysis as a Tool for Enhancing Metalinguistic Awareness in Multilingual Classrooms
Keywords:
Contrastive Linguistic Analysis, Metalinguistic Awareness, Grammar Pedagogy, Cross-Curricular Instruction, Secondary EducationAbstract
This study explores the role of Contrastive Linguistic Analysis (CLA) in enhancing
metalinguistic awareness and grammar competence among secondary school students in the
United Kingdom. Responding to persistent concerns about declining grammar performance
and fragmented cross-curricular teaching, this research investigates CLA as a means of
bridging the gap between English and Modern Foreign Language (MFL) instruction. Using a
quasi-experimental mixed-methods design, the study examined grammar performance
through pre- and post-tests, administered metalinguistic awareness surveys, and conducted
teacher interviews and classroom observations. Findings indicate that students exposed to
CLA demonstrated significant gains in grammar accuracy, improved ability to identify crosslinguistic similarities, and increased confidence in using grammatical terminology. Teachers
reported greater student engagement and deeper classroom discussions, though they noted
challenges related to curriculum time and planning requirements. These results support calls
for integrating CLA systematically into curricula, training teachers in its implementation, and
developing a shared grammatical metalanguage to promote knowledge transfer between
English and MFL contexts.
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