Abstract
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.
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© 2021 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Editorial
- Special issue: translanguaging practice in diverse contexts
- Research Articles
- Translanguaging design in a third grade Chinese Language Arts class
- Translanguaging practices of students in science and math classes in a Chinese/English dual language bilingual program
- Translanguaging space in a bilingual program in New York City Chinatown middle school
- Chinese graduate students’ translanguaging practice in the context of academic writing in English
- Translanguaging practices of Chinese/English bilingual engineers’ communications in the workplace
- Translanguaging practice: creative mind of a bilingual scholar
- Translanguaging in writing: a bilingual PhD student’s reflection
- Commentary
- “Not a bad thing”: a commentary on translanguaging among Chinese bilinguals
Articles in the same Issue
- Frontmatter
- Editorial
- Special issue: translanguaging practice in diverse contexts
- Research Articles
- Translanguaging design in a third grade Chinese Language Arts class
- Translanguaging practices of students in science and math classes in a Chinese/English dual language bilingual program
- Translanguaging space in a bilingual program in New York City Chinatown middle school
- Chinese graduate students’ translanguaging practice in the context of academic writing in English
- Translanguaging practices of Chinese/English bilingual engineers’ communications in the workplace
- Translanguaging practice: creative mind of a bilingual scholar
- Translanguaging in writing: a bilingual PhD student’s reflection
- Commentary
- “Not a bad thing”: a commentary on translanguaging among Chinese bilinguals