Translation as Translingual Writing Practice in English as an Additional Language
Bibliographic Data
| ID | 21360146 |
|---|---|
| Authors | Ingrid Rodrick Beiler (0000-0002-9660-5156, University of Oslo Department of Teacher Education and School Research P.O. Box 1099 Blindern, 0317 Oslo Norway, corresponding author), Joke Dewilde (0000-0002-3142-9702, University of Oslo Department of Teacher Education and School Research P.O. Box 1099 Blindern, 0317 Oslo Norway, corresponding author) |
| Year | 2020 |
| Volume | 104 |
| Issue | 3 |
| Pages | 533-549 |
| Publication date | 2020-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Modern Language Journal (JOURNAL) |
| Journal identifiers | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.12660 |
| OpenAlex | W3075809097 |
| Language | EN |
| Citations received | 26 |
| References cited | 18 |
Translation has recently been revived as an approach to language learning that builds on students’ linguistic repertoires, particularly in linguistically diverse classrooms. However, few studies have examined how students use translation as part of writing in an additional language. This article provides new insights based on the translation practices of 22 newly arrived students in Norway during English writing instruction. Using linguistic ethnographic methods, the study combines multiple data sources (screen recordings, classroom audio recordings, language portraits, student texts, interviews) that provide detailed insights into translation moves and participant perspectives. The findings highlight the linguistic and mediational translation strategies that structured students’ translation practices during English writing, but also reveal tensions in students’ orientations to translation. Despite these tensions, translation served as a key means of aligning students’ communicative resources to write in English as an additional language. A translingual orientation toward writing and translation facilitates the recognition of students’ translation practices as alignment of ecological affordances with an integrated repertoire of semiotic resources across languages, modalities, and media. We conclude that translation can develop students’ performative competence in ways that support their in‐school English writing but also prepare them to encounter text in new contexts
Affordance · Competence (human resources) · Linguistics · Multilingualism · Performative utterance · Translation studies · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
When the map is not the territory
Epistemologies of language and epistemic injustice in adult basic education for immigrants
University students’ perceptions of artificial intelligence-based tools for English writing courses
The Challenges of Teaching and Assessing Technical Translation in an Era of Neural Machine Translation
Screen recording
Towards a digital bilingualism? Students’ use of machine translation in international higher education
Nursing and midwifery students’ ethical views on the acceptability of using AI machine translation software to write university assignments
Increasing critical language awareness through translingual practices in academic writing
Translanguaging with generative AI in EFL writing
Theoretical perspectives and factors influencing machine translation use in L2 writing
Can Quality Academic Writing Serve as a Benchmark for Arabic-English Legal Translation? A Case Study on Saudi Civil Law Based on Nested Modelling Approaches
Empowering learners of English as an additional language
Digitally Mediated Micro-processes of Novice Multilingual Writers
Reconceptualizing writing in the digital age from a translanguaging perspective
Digital skills critical for education
Explanations for language choice in the social context of the L2 classroom
Building a community‐centered archive for Cherokee language description, documentation, and reclamation
From scroll to screen
Transcreation on social media through translingual English
The tembeq tradition among the Sasak people of Lombok
Machine translation and language teaching and learning
Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms
Exploring languaging practices and reasons in Chinese bilingual students’ academic writing process
Translator Identity and the Development of Multilingual Resources for Language Learning
A case study
Kuroko workflows
Literacy as Translingual Practice
Linguistic Ethnography
Interaction Analysis
Translation and translingual remixing
On Linguistic Aspects of Translation
Tackling the Plurilingual Student/Monolingual Classroom Phenomenon
Negotiating Multilingual Resources in English Writing Instruction for Recent Immigrants to Norway
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
The Linguistic Repertoire Revisited
| Unique citing works | 26 |
|---|---|
| Citations per year | 5,2 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 25 |