Writing in L2: Norwegian Students’ Use of Translanguaging at the Draft Stage

Abstract

This study explores Norwegian students’ use of translanguaging at the draft stage of writing in English (L2). 37 drafts containing language alternation were analyzed using the proposed integrated framework of translanguaging and pragmatic code-switching. The analysis showed that the students’ uses of translanguaging range from a strategic juxtaposition of linguistic elements fulfilling certain socio-pragmatic functions, to highly flexible language alternation with the aim of generating content or experimenting with one’s linguistic repertoire. Based on the results, the study argues for the utility of the integrated framework of translanguaging and code-switching in answering the call for more empirical research on written form(s) of translanguaging in mainstream multilingual language classrooms.