Translanguaging in academic writing classroom: A case study of EFL pre-service teachers's perception
DOI:
https://doi.org/10.30762/jeels.v11i1.2670Keywords:
academic writing, perceptions, pre-service teachers, translanguagingAbstract
This case study explores the perceptions of translanguaging in the academic writing process of pre-service teachers. Drawing upon the theories of forms translanguaging (Baynham & Lee, 2019; Garcia & Lin, 2016; Hua & Wei, 2022) and the stages of writing proposed by Hyland (2003), this research delves into how pre-service teachers perceive and utilize translanguaging in their writing. The study integrates observations, interviews, and artifact analysis involving pre-service teachers to understand their engagement with translanguaging as both a communicative and pedagogical strategy. The findings show that pre-service teachers not only view translanguaging as a method for effective communication but also as a crucial tool for enhancing their engagement with academic content, particularly in the stages of topic selection, pre-writing, writing, and feedback. In addition, the significant use of translation, code-mixing, and code-switching underscores their linguistic adaptability in a multilingual academic context. This research contributes to the academic discourse by providing insights into the role of translanguaging in the academic writing process and its implications for future teaching practices.
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