A translanguaging and transpositioning perspective on co-learning in the collaborative digital multimodal composing process
Bibliographic Data
| ID | 23311485 |
|---|---|
| Authors | Karen Choi (Education University of Hong Kong), Karen C K Choi (0009-0006-7170-0516, Academic Unit of Language and Literacy Education, Faculty of Education , The University of Hong Kong , Hong Kong , Hong Kong), Kevin W H Tai (0000-0002-2098-8082, Education University of Hong Kong) |
| Year | 2026 |
| Publication date | 2026-07-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| 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-2026-0154 |
| OpenAlex | W7171647657 |
| Language | EN |
| References cited | 54 |
Although research on Digital Multimodal Composing (DMC) has proliferated in recent years, there is a paucity of research investigating how bi/multilinguals utilise translanguaging to depart from their predetermined roles, that is transpositioning, and achieve co-learning in collaborative DMC process. Particularly, “transpositioning” is a new concept emerging in Applied Linguistics, which denotes the action of breaking away from one’s predetermined roles and viewpoints through translanguaging. As such, this study employs translanguaging and transpositioning perspectives to explore students’ collaborative DMC process, focusing on how students co-learn with one another. This study employs Multimodal Conversation Analysis to dissect student-student interactional data, and findings are triangulated with video-stimulated-recall-interview data analysed using Interpretative Phenomenological Analysis. The findings illustrate that engaging collaborative DMC through translanguaging and transpositioning could create a translanguaging space for co-learning that supports students to learn from one another and seek out knowledge from elsewhere. This, in turn, would broaden students’ lexical and cultural knowledge, thereby enhancing their writing and design of their DMC. The theoretical, methodological and pedagogical implications concerning co-learning and DMC are also deliberated upon.
Action research · Conversation · Conversation analysis · Perspective (graphical) · Process (computing) · Transformative learning · Translanguaging · Viewpoints · Literacy, Media, and Education · Multilingual Education and Policy · Second Language Learning and Teaching
Collaborative Writing in L2 Contexts
Collaborative Writing in L2 Classrooms
Classroom Talks
The affordances of digital multimodal composing for EFL learning
Multimodal codemeshing
Developmental issues in second language conversation
Glossary of transcript symbols with an introduction
Investigating transpositioning as an interactional achievement
Transpositioning
Digital multimodal composing as a translanguaging space
The construction of translanguaging space through digital multimodal composing
Promoting second language writing autonomy through digital multimodal composing
Assessing digital multimodal composing in second language writing
Cross-curricular connection in collaborative digital multimodal composing process
Co-Learning in Hong Kong English medium instruction mathematics secondary classrooms
Transpositioning in English medium instruction classroom discourse
Creating translanguaging spaces in a Hong Kong English medium instruction mathematics classroom
The cognitive-conceptual, planning-organizational, affective-social and linguistic-discursive affordances of translanguaging
ESL classroom interactions in a translanguaging space
Peer-to-peer interaction in task-based learning and the development of young EFL learners’ productive vocabulary
From Pilgrim to Tourist – or a Short History of Identity
Promoting Foreign Language Enjoyment Through Displaying Affiliation in Collaborative Digital Multimodal Composing in Hong Kong ESL Classrooms
Co-learning in the High School English Class through Translanguaging
Multiple Temporalities of Language and Body in Interaction
English learning and use in Hong Kong's bilingual education
Methodological Issues in Conversation Analysis1
Exploring collaborative digital multimodal composition
Conversation for co-learning in the eikaiwa classroom
Young EFL learners and collaborative writing
From learner to ambassador
Mitigating ethnic minority students’ Foreign language anxiety through Co-learning in Chinese as an additional language classrooms
Digital multimodal composing in L2 classrooms
Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning
Transitioning from conversation analysis to mixed methods
Multilingual youths’ digital activism through multimodal composing in the post-pandemic era
Translanguaging as a Practical Theory of Language
Positioning
Moment Analysis and translanguaging space
| Citation velocity | historical |
|---|---|
| Highly cited | No |