Translingual practices for critical language awareness in English as an additional language writing education
Bibliographic Data
| ID | 21196780 |
|---|---|
| Authors | Huan Feng (0000-0003-1716-8371, Harbin Normal University), Yachao Sun (0000-0002-8238-6079, Duke Kunshan University, corresponding author) |
| Year | 2025 |
| Volume | 16 |
| Issue | 4 |
| Pages | 1781-1802 |
| Publication date | 2025-07-28 |
| 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-2024-0098 |
| OpenAlex | W4404802077 |
| Language | EN |
| Citations received | 3 |
| References cited | 47 |
This study explores the impact of translingual practices on Critical Language Awareness (CLA) in English as an Additional Language (EAL) writing education within a non-English Medium Instruction (non-EMI) Chinese higher education context. A case study approach was employed to investigate five students’ EAL writing practices and language ideologies. Data collection included screen recordings of students’ writing processes, semi-structured interviews, and their written products. The findings revealed that translingual practices facilitated CLA development. Students adeptly meshed their home language and English, which reflected a complex interplay of linguistic identity and power dynamics in academic settings. The study found that translingual practices enabled students to challenge monolingual ideologies and develop a critical understanding of the socio-political implications of language use. The findings indicate that translingual practices can not only facilitate content learning but also promote a deeper engagement with social justice issues within EAL writing education. Hence, this study emphasizes the necessity for EAL writing education to embrace translingual practices, thereby enriching students’ CLA
Applied linguistics · English language · Language assessment · Language education · Linguistics · Multilingualism · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
Metrolingualism
Translingual Practice
Language, Bilingualism and Education
Critical language awareness part I
Opinion
Translanguaging in the Bilingual Classroom
Translingual Practice as Spatial Repertoires
Increasing critical language awareness through translingual practices in academic writing
Students’ perceptions and experiences of translanguaging pedagogy in teaching English for academic purposes in China
A bibliometric analysis on L2 writing in the first 20 years of the 21st century
The social justice potential of critical reflection and critical language awareness pedagogies for L2 writers
Decolonizing English Academic Writing education through translingual practices
Rethinking Translingualism in College Composition Classrooms
Los pájaros are feliz and are dreaming about gwiazdy
Translingual Praxis
Clarifying translanguaging and deconstructing named languages
Pedagogical implications of translingual practices for content and language integrated learning
Translingual practice as a representation of heritage languages and regional identities in multilingual society
Clarifying the relationship between translingual practice and L2 writing
Rejecting abyssal thinking in the language and education of racialized bilinguals
Towards new standards in foreign language assessment
Translanguaging in a transplanted ground
Linguistic entrepreneurship as affective regime
Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course
Research trends in ‘trans-’ studies on writing
Understanding knowledge construction in a Chinese university EMI classroom
Power dynamics in translingual practices for Chinese as a Second Language writing education
Enactment of a Translingual Approach to Writing
Using thematic analysis in psychology
Undoing Appropriateness
Translanguaging as a Practical Theory of Language
Using all English is not always meaningful
Thematic Analysis
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |