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.
Downloads
References
Adler, M. J. (1982). The Paideia proposal: An educational manifesto. . Macmillan Publishing Company.
Ali, N., Rodriguez, S., & Park, D. (2023). Translanguaging as a dynamic pedagogical strategy in English teaching for EFL learners. Research Studies in English Language Teaching and Learning, 1(2). https://doi.org/10.62583/rseltl.v1i2.14
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th edn). Multilingual Matters.
Baynham, M., & Lee, T. K. (2019). Translation and Translanguaging (1st ed.). Routledge.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/https://doi.org/10.1016/j.tate.2003.07.001
Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401–417. https://doi.org/https://doi.org/10.1111/j.1540-4781.2011.01207.x
Creese, A., & Blackedge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35. https://doi.org/https://doi.org/10.1017/S0267190514000233
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual Classrooms. Canadian Journal of Applied Linguistics, 10(2).
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/https://doi.org/10.1177/002248710528596
Garcia, O. (2009). Bilingual education in the 21st century: A global persepctive. Wiley/Blackwell.
Garcia, O., & Kleyn, T. (2016). Translanguaging with multilingual students: Learning from classroom moments (1st ed.). Routledge.
Garcia, O., & Lin, A. M. Y. (2016). Translanguaging in bilingual education. In Bilingual and multilingual education (Encyclopedia of language and education) (pp. 117–130). Springer.
Hua, Z., & Wei, L. (2022). Translanguaging in performance or performance in translanguaging. Journal of Multilingual and Multicultural Development , 1–14. https://doi.org/10.1080/01434632.2022.2066109
Hyland, K. (2003). Second language writing. Cambridge University Press.
Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Developing its conceptualisation and contextualisation. Educational Research and Evaluation, 18(7), 655–670. https://doi.org/https://doi.org/10.1080/13803611.2012.718490
Li, W. (2017). Research perspectives on bilingualism and bilingual education. In Research Methods in Language and Education. UCL Centre for Applied Linguistics. https://doi.org/10.1002/9781444301120.ch1
Maxwell, J. A. (2012). Qualitative research design: An nteractive approach (Vol. 41). SAGE Publications, Inc.
Palmer, D. K., Martinez, R. A., Garcia, S., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. Modern Language Journal, 98(3), 757–772. https://doi.org/10.1111/j.1540-4781.2014.12121.x
Reynolds, J. A., Cai, V., Choi, J., Faller, S., Hu, M., Kozhumam, A., Schwartzman, J., & Vohra, A. (2020). Teaching during a pandemic: Using high-impact writing assignments to balance rigor, engagement, flexibility, and workload. Ecology and Evolution, 10(22). https://doi.org/https://doi.org/10.1002/ece3.6776
Zhao, J., & Dixon, L. Q. (2017). English-Medium instruction in Chinese universities: Perspectives, discourse and evaluation (1st ed.). Routledge.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
