Manifestations of translanguaging and transknowledging in the assemblage of EAP writing
Bibliographic Data
| ID | 21196893 |
|---|---|
| Authors | Eugenia Vasilopoulos (0000-0002-4709-3887, Concordia University), Francis Bangou (University of Ottawa) |
| Year | 2026 |
| Volume | 17 |
| Issue | 2 |
| Pages | 447-466 |
| Publication date | 2026-03-26 |
| Peer Reviewed | Yes |
| 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-2025-0162 |
| OpenAlex | W4413680887 |
| Language | EN |
| Citations received | 1 |
| References cited | 48 |
This paper examines how translanguaging and transknowledging manifest in the research-paper writing process of pre-university international students as English language learners in a Canadian EAP program. A wealth of research has documented the challenges these students face in learning the conventions of English academic writing. More recent research has explored the potential of translanguaging in writing pedagogy; however, we argue that current research has yet to fully enact the decolonizing agenda underlying translanguaging as a movement, that is, to dissolve monolingual ideologies and hegemonic structures and to allow for transknowledging that represents the diverse ways of knowing circulating within the EAP classroom. Drawing on the concept of assemblage, data from one student composing a source-based research paper is presented to highlight the presence of translanguaging and transknowledging in their work, as well as the threat of transgression that demarcates which languages and knowledge are permitted. We conclude with methodological and pedagogical recommendations to disrupt conventional logic in how translanguaging research and practice can serve to create more globally inclusive educational spaces
Applied linguistics · Archaeology · Linguistics · Sociology · Translanguaging · EFL/ESL Teaching and Learning · History · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
Assemblage
Writing and Identity
Language, Bilingualism and Education
Translanguaging as a vehicle for epistemic access
Translanguaging as Process and Pedagogy
Opinion
Plugging in translanguaging
“ The moment I realized I am plurilingual ”
Rejecting abyssal thinking in the language and education of racialized bilinguals
Plurilingualism and translanguaging
Applied linguistics as epistemic assemblage
Multilingualism, translanguaging and transknowledging
Translanguaging, Coloniality, and English Classrooms
Translanguaging, Decoloniality, and the Global South
Beyond Plagiarism
Translanguaging and semiotic assemblages
What is Hospitality in the Academy? Epistemic Ignorance and the (Im)Possible Gift
Mapping not tracing
Pedagogical translanguaging
Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning
Problematising the English-only policy in EAP
B or Not 2B Plurilingual? Navigating Languages Literacies, and Plurilingual Competence in Postsecondary Education in Canada
Translanguaging and Literacies
Mapping literacy spaces in motion
Translanguaging and flows
Translanguaging as a Practical Theory of Language
Codemeshing in Academic Writing
Deleuze on Viagra (Or, What Can a 'Viagra-Body' Do)
Inside the Research-Assemblage
Rhizoanalytic Pathways in Qualitative Research
Qualitative Inquiry
Translingual practices at a Shanghai university
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |