“…Then, in its turn, the writing reflection involves not only English writing skills but other thinking/reasoning ones, that is, CT-based act categories (3) and ( 4). This L1-L2 transcending approach is firmly backed up by past research reporting that translanguaging was supportively manipulated in the manifestation of L1 language input as reading and discussing while processing L2 language output as writing, which moved students to transcend and go beyond the two languages in a critical and creative process (Baker, 2011;Bolkvadze, 2023;Cenoz & Gorter, 2022;Garcia, 2009;Treffers-Daller et al, 2020;Wei, 2011;Yüzlü, & Dikilitaş, 2022a). As Yüzlü and Dikilitaş (2022b) observed that "Translanguaging can serve different purposesmaking meaning, facilitating learning, promoting communicative abilities" (p.186) supported by the assumption that "the boundaries between languages are soft and fluent and that students should benefit from being multilingual by using resources from their whole linguistic repertoire" (Cenoz & Gorter, 2022, p.344).…”