Chinese graduate students’ translanguaging practice in the context of academic writing in English
Bibliographic Data
| ID | 21196601 |
|---|---|
| Authors | Xuezi Zhang (0000-0002-1672-2900, University of Florida, corresponding author), Xenia Hadjioannou (0000-0002-7125-5129, Pennsylvania State University) |
| Year | 2022 |
| Volume | 13 |
| Issue | 3 |
| Pages | 373-388 |
| Publication date | 2022-05-25 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics Review (JOURNAL) |
| Journal identifiers | ISSN: 1868-6303 • E-ISSN: 1868-6311 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/applirev-2021-0020 |
| OpenAlex | W3135718727 |
| Language | EN |
| Citations received | 14 |
| References cited | 24 |
This study explores the complexity of the languaging processes of Chinese graduate students in the context of their English academic writing. Utilizing a qualitative case study approach, we found that translanguaging was ubiquitously present in the writing processes of the Chinese graduate student participants. The participants leveraged translanguaging tools and strategies to support their English writing by accessing and utilizing resources in Chinese, using Chinese to support thinking and drafting, and integrating literacy knowledge across their linguistic repertoires. However, negative perceptions of these practices contributed to ambivalent bilingual identities and hindered them as writers. Findings also revealed perceived barriers and process hindrances that challenged the participants when composing academic text in English. The study highlights the importance of creating translanguaging spaces to support international students in higher education, but also the need to provide instruction in academic writing to support their academic performance
Academic writing · English for academic purposes · Linguistics · Literacy · Mathematics education · Pedagogy · Qualitative research · Sociology · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Politics of representation, legitimacy, and multilingual subjects
Beyond the page
Translanguaging in second language writing processes
The contribution of second language writers’ translanguaging ability to their information-based academic writing ability
Language as a means of expression rather than purpose
A positioning analysis of international graduate students’ perspectives and practices of translanguaging at a Canadian higher education institution
Implementing translanguaging strategies in the English writing classroom in higher education
Activity systems in transition
Writing in a second language based on cross-linguistic sources
Exploring transcultural translanguaging strategies in English literature of a bilingual Chinese author
Translanguaging, visibility, and translingual (dis)investment in English-Dominant higher education
Writing economics
Exploring languaging practices and reasons in Chinese bilingual students’ academic writing process
Beyond description
Language, Bilingualism and Education
Analyzing Genre Exemplars in Preparation for Writing
Intertextual practices in academic writing by Chinese ESL students
Translanguaging and the Writing of Bilingual Learners
Governing Asian international students
The Institute of International Education
Dynamic Bilingualism as the Norm
Using thematic analysis in psychology
Translanguaging as a Practical Theory of Language
How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process
Three Approaches to Qualitative Content Analysis
| Citations per year | 4.67 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |