Multilingual Students´ Self-reported Use of their Language Repertoires when Writing in English

Gunnarsson, Tina; Housen, Alex; Weijer, Joost van de; Källkvist, Marie

doi:10.17011/apples/2015090101

Cited by 16 publications

(13 citation statements)

References 37 publications

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“…In addition, students may have provided answers that they believed were the responses that I was expecting, or they lazily completed the questionnaire, meaning that some of the students were not very motivated to complete the questionnaire. Furthermore, the questions used in the questionnaire affect participants' answers [7]. This will be demonstrated in the findings and discussion section.…”

Section: This Studymentioning

confidence: 97%

“…There are studies that show that less proficient L2 learners may depend more on their L1 than more proficient learners [5,4,3]. Contrary, different on How Bi/Multilingual Students Acquire a 'Voice' to Strengthen Their Academic Writing researchers argue that L1 learners' resort to their L1 regardless of their proficiency level, albeit for different reasons [2,6,4,7]. In light of this, I will deal with methods wherein academic writing of multilingual students are affected and the ways that the students' L1 influences their academic writing.…”

Section: Introductionmentioning

confidence: 99%

“…There has been plenty of studies performed at the way that multilingual individuals use their language repertoires when they are engaging in learning tasks [8,9,6] in addition to mechanisms involved in the third language (L3) acquisition [10,8,11,7]. Furthermore, it appears that multilingual students lean on their entire language repertoire when they are writing in a language that is not their L1.…”

Section: Introductionmentioning

confidence: 99%

“…Linked to this concept on the usage of language repertoire of multilingual students [12,13] is the perception of language mode. This perception proposes that with the different languages known by the multilingual individual there may be various levels of activation of language repertoire depending on the interlocutor and the context [7].…”

Section: Introductionmentioning

confidence: 99%

“…In other words, Cohen's study was based on students' use in their language repertoires in writing. In light of this, studies were carried out on multilingual students and the way they learned English and any other additional languages [7]. In this article, I will look at ways in which 'voice' can be manifested in students writing and the process their ideas revolve around writing [15].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Literacies in Multiple Languages in Higher Education: A Case Study on How Bi/Multilingual Students Acquire a 'Voice' to Strengthen Their Academic Writing

Pfeiffer¹

2021

ujer

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Research indicates that regularly bi/multilingual university students lean on their whole language repertoire whilst they may be writing in a language that is not always their home language (L1). Commonly, many university students are writing in a language that is not always their L1 and accordingly they locate methods to express themselves in their second or third language (L2/L3) efficiently. The cognizance of this paper can be at the impact of code-switching on university students at some point of the writing process. This qualitative study was conducted on university students in Switzerland and Brazil, in which they have been requested to finish a written questionnaire in English. The questions addressed in this paper study the variety of students that use their L1 'voice' whilst they may be writing. This paper also looks at the way students use their L1 'voice' when they undertake an extended writing task. An analytical tool regarding andragogy was used to research the facts to recognize the complexities that mature writers go through. Bi/multilingual students believe that once they write in English they think in English, however, the facts advocate this is not always constantly the case. In addition to my findings, it appears that L2 students are continuously borrowing words/phrases from their L1 whilst they may be writing in a language that is not always their L1. The implication of this study is to demonstrate lexical transfer that L2/L3 students make at some stage during their writing and that this should be regarded as the lack of exact equivalency in their L1 and not a lack of language proficiency. Finally, this study addresses methods whereby bi/multilingual students may want to use their code-switching to help them in their academic writing.

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Section: This Studymentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Literacies in Multiple Languages in Higher Education: A Case Study on How Bi/Multilingual Students Acquire a 'Voice' to Strengthen Their Academic Writing

Pfeiffer¹

2021

ujer

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English Medium Instruction: Expanding Notions of English Hegemony and Colonization

Han

2022

SpringerBriefs in Education

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This Chapter provides the background to the EMI research undertaken which has provided the evidence base for this book. It acknowledges internationalization of higher education within the current neoliberal global economy, and the swift move in the countries of the Expanding Circle towards EMI delivery as a strategy to expand academics’ and universities’ global agendas. This Chapter points to the theoretical and methodological limitations in current EMI research as convenient and unsystematic. Consequently, the knowledge generation to inform EMI teaching is limited. It concludes with an outline of the structure of the book highlighting the key foci for each Chapter.

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Cross-Linguistic Influence: Bilingual EMI Lecturers’ English and Chinese Entwined

Han

2022

SpringerBriefs in Education

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In the previous two Chapters, the pedagogical ideology of the participating lecturers and the subsequent reality of their ‘instruction’ and ‘engagement’ was examined. From a psycholinguistic perception this Chapter focuses on the Chinese lecturers’ L1-influenced English in their teaching. The data indicates that cross-linguistic influence was the cognitive reality for the EMI lecturers and provided a scaffolding role in their teaching. This research suggests that although the EMI lecturers’ L1 and L2 are two genetically distant languages, they were interdependent and formed a stable construct that served as a powerful language resource in their teaching. Theoretically, this Chapter moves beyond a structuralist view of judging language transfer as right or wrong, correct or incorrect, perfect or deficit. It has implemented a post-structuralist interpretation of this phenomenon by proposing ‘explicit’ and ‘implicit’ transfer and acknowledging L1-influenced EMI lecturers’ English as a temporary form of languaging within the translaguaging process.

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Multilingual Students´ Self-reported Use of their Language Repertoires when Writing in English

Abstract: Recent research suggests that multilingual students tend to use their complete language repertoires, particularly their L1, when writing in a non -native language (e.g. Cenoz & Gorter 2011;Wang 2003

Cited by 16 publications

References 37 publications

Literacies in Multiple Languages in Higher Education: A Case Study on How Bi/Multilingual Students Acquire a 'Voice' to Strengthen Their Academic Writing

Literacies in Multiple Languages in Higher Education: A Case Study on How Bi/Multilingual Students Acquire a 'Voice' to Strengthen Their Academic Writing

English Medium Instruction: Expanding Notions of English Hegemony and Colonization

Cross-Linguistic Influence: Bilingual EMI Lecturers’ English and Chinese Entwined

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