Exploring the Translingual Approach to English as a Foreign Language Writing in China

Abstract

The translingual approach has become an increasingly popular pedagogy in writing education to respond to linguistic diversity in the past decade. It emphasizes nonstandard language varieties and encourages learners to employ all linguistic repertoire. Writing scholars and educators proposed various research from different viewpoints to investigate how the approach can affect writing pedagogy and practice. However, so far, limited attention has been given to the potential influence of translingual writing in China’s classrooms. Exploring the young and fast-growing landscape is necessary, and adapting the translingual approach to the Chinese context. To fill the gap, the purpose of this paper is to present a critical review of the literature investigating translingual writing in China. Hopefully, the paper can facilitate the English as a foreign language (EFL) writing instructors who plan to adopt a translingual approach in China.

Integrating Ideological and Political Education into Curriculum Development in the New Era: Perspectives from English as a Foreign Language Teaching in Universities of China<sup>*</sup>

“…In the New Era, foreign language education should no longer be merely a tool and medium for understanding the world, but should take on a new mission of "telling China's story". Young people should use foreign languages to disseminate Chinese thought, scholarship and culture (Wang, 2016).…”