Understanding Korean-American first-graders’ written translanguaging practices

Lee, Chaehyun; García, Georgia Earnest

doi:10.1016/j.linged.2021.100998

Cited by 7 publications

(2 citation statements)

References 20 publications

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“…For example, Chen et al (2019) noted that students used translanguaging strategies and online resources to express more ideas in their writing and learn more academic words. In addition to this, the application of translanguaging in writing helped students consider audience positioning, establish bi-or multilingual identities, and implement sociolinguistic and meta-linguistic viewpoints (Lee & García, 2021). By allowing students to express themselves in their native language, they could also improve their thinking, which was as important as improving target language skills (Fu, 2003).…”

Section: Translanguaging and Writingmentioning

confidence: 99%

Implementing translanguaging strategies in the English writing classroom in higher education

Tang,

Rousse-Malpat,

Duarte

2024

AILA

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Over the past two decades, translanguaging has become a powerful concept in applied linguistics, enabling teachers and students to respond to linguistic and cultural diversity in the classroom. However, how teachers and students prepare for translanguaging pedagogy and practice in writing has so far received less attention (Huang & Chalmers, 2023). Therefore, this systematic review focuses on the application of translanguaging strategies in the English as a Foreign/Second Language (EFL/ESL) writing classroom. Following the PRISMA guidelines for systematic reviews, this study searched five databases to obtain articles spanning from 2013 to 2023. We reviewed 23 articles focusing on translanguaging, writing and higher education. Our results show that (1) most studies were conducted in North America and Northern Asia, with qualitative studies being predominant; (2) most researchers implemented translanguaging interventions in the EFL/ESL classroom to study the impact of translanguaging on students’ English writing skills; (3) students applied translanguaging strategies during the writing process to communicate with others on content and vocabulary; (4) translanguaging strategies provided teachers with diverse perspectives and enhanced students’ various skills; (5) the use of digital resources and different types of activities contributed to the application of translanguaging in the writing classroom, but students’ limited language skills in their L2 but also in their L1, and their uncertainty about their linguistic identity limited implementation of translanguaging in the English writing classroom. This systematic review points towards the need for educators to consider the various factors, functions and applications of the use of translanguaging strategies in English writing classrooms.

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Section: Translanguaging and Writingmentioning

confidence: 99%

Implementing translanguaging strategies in the English writing classroom in higher education

Tang,

Rousse-Malpat,

Duarte

2024

AILA

View full text Add to dashboard Cite

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“…Chen, Tsai and Tsou (2019) mentioned that students use translanguaging to convey more information, express ideas and use more academic vocabulary. Apart from that, translanguaging practices in writing are used by students to consider audience orientation, build bilingual identities, and perform sociolinguistic and metalinguistic perspectives (Lee and García, 2021). Besides, translanguaging also helped students to build multicompetence and improve their performance (Turnbull, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Translanguaging Praxes in Pakistani Multilingual ESL Classrooms of First-Year Students at University Level

Atta¹,

Naqvi²

2022

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Though the use of L-1 in multilingual ESL classrooms is abandoned; recent research suggests the significance of using a complete linguistic repertoire. The use of a complete linguistic repertoire implies the free use of all kinds of knowledge of languages. It is linked with translanguaging, which involves the use of two languages in a fluid way to organize mental processes in learning. Adopting the framework of translanguaging and theory of language mode this study has identified the specific ESL classroom situations where students used their complete linguistic and semiotic repertoire during English reading and writing, particularly and during general interaction in the classroom. Moreover, it also explores the motives behind the use of complete linguistic repertoire in identified situations. The data for this experimental study were collected through field notes of classroom observations, video recordings during the intervention, and interviews of teachers and students after the intervention. The findings show that students use their complete linguistic repertoire to negotiate meaning, develop metalinguistic awareness and communicate fearlessly and without anxiety in various situations like brainstorming, outlining, instructions, question statements, jokes, and normal interaction with a teacher and their pairs. The study concludes that by paying attention to the mentioned specific situations, teachers may opt for translanguaging pedagogy in their lesson plans to enhance the L-2 learning process.

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