Home Chinese graduate students’ translanguaging practice in the context of academic writing in English
Article
Licensed
Unlicensed Requires Authentication

Chinese graduate students’ translanguaging practice in the context of academic writing in English

  • Xuezi Zhang EMAIL logo and Xenia Hadjioannou ORCID logo
Published/Copyright: March 2, 2021
Become an author with De Gruyter Brill

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.


Corresponding author: Xuezi Zhang, University of Florida, Gainesville, FL, USA, E-mail:

References

Braun, Virginia & Victoria Clarke. 2008. Using thematic analysis in psychology. Qualitative Research in Psychology 3(2). 77–101.10.1191/1478088706qp063oaSearch in Google Scholar

Campbell, Jacqui & Mingsheng Li. 2008. Asian students’ voices: An empirical study of Asian students’ learning experiences at a New Zealand university. Journal of Studies in International Education 12(4). 375–396. https://doi.org/10.1177/1028315307299422.Search in Google Scholar

Can, Gulfidan & Andrew Walker. 2011. A model for doctoral students’ perceptions and attitudes toward written feedback for academic writing. Research in Higher Education; New York 52(5). 508–536. https://doi.org/10.1007/s11162-010-9204-1.Search in Google Scholar

Cheng, An. 2008. Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre-based instructional framework of academic literacy. Applied Linguistics 29(1). 50–71. https://doi.org/10.1093/applin/amm021.Search in Google Scholar

Ching, Yuerong, Susan L. Renes, Samantha McMarrow, Joni Simpson & Anthony T. Strange. 2017. Challenges facing Chinese international students studying in the United States. Educational Research and Reviews 12(8). 473–482.10.5897/ERR2016.3106Search in Google Scholar

Coffin, Caroline, Mary Jane Curry, Sharon Goodman, Ann Hewings, Theresa M. Lillis & Joan Swann. 2003. Teaching academic writing: A toolkit for higher education. London: Routledge.Search in Google Scholar

Flores, Nelson & Jamie L. Schissel. 2014. Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly 48(3). 454–479. https://doi.org/10.1002/tesq.182.Search in Google Scholar

Fu, Danling, Xenia Hadjioannou & Xiaodi Zhou. 2019. Translanguaging for emergent bilinguals: Inclusive teaching in the linguistically diverse classroom. language and literacy series. New York: Teachers College Press.Search in Google Scholar

García, Ofelia, Susana Ibarra Johnson & Kate Seltzer. 2017. The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia: Caslon.Search in Google Scholar

García, Ofelia & Wei Li. 2014. Translanguaging: Language, bilingualism and education. Hampshire: Palgrave Macmillan.10.1057/9781137385765Search in Google Scholar

Gee, James Paul. 2012. An introduction to discourse analysis: Theory and method. Routledge.Search in Google Scholar

Hsieh, Hsiu-Fang & Sarah E. Shannon. 2005. Three approaches to qualitative content analysis. Qualitative Health Research 15(9). 1277–1288. https://doi.org/10.1177/1049732305276687.Search in Google Scholar

Hyland, Ken. 2013. Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing 22(3). 240–253. https://doi.org/10.1016/j.jslw.2013.03.003.Search in Google Scholar

Institute of International Education. 2020. Open Doors. https://www.iie.org:443/Research-and-Insights/Open-Doors.Search in Google Scholar

Kaufhold, Kathrin. 2018. Creating translanguaging spaces in students’ academic writing practices. Linguistics and Education 45. 1–9. https://doi.org/10.1016/j.linged.2018.02.001.Search in Google Scholar

Lavelle, Ellen & Kathy Bushrow. 2007. Writing approaches of graduate students. Educational Psychology 27(6). 807–822. https://doi.org/10.1080/01443410701366001.Search in Google Scholar

Leki, Ilona, Alister Cumming & Tony Silva. 2010. A synthesis of research on second language writing in English. New York: Routledge.10.4324/9780203930250Search in Google Scholar

Li, Wei. 2018. Translanguaging as a practical theory of language. Applied Linguistics 39(1). 9–30. https://doi.org/10.1093/applin/amx039.Search in Google Scholar

Manalo, Emmanuel & Chris Sheppard. 2016. How might language affect critical thinking performance. Thinking Skills and Creativity 21. 41–49. https://doi.org/10.1016/j.tsc.2016.05.005.Search in Google Scholar

Ministry of Education (China). 2019. National Bureau of Statistics of China. Retrieved from: https://www.statista.com/statistics/227240/number-of-chinese-students-that-study-abroad/.Search in Google Scholar

Negretti, Raffaella & Maria Kuteeva. 2011. Fostering metacognitive genre awareness in L2 academic reading and writing: A case study of pre-service English teachers. Journal of Second Language Writing 20(2). 95–110. https://doi.org/10.1016/j.jslw.2011.02.002.Search in Google Scholar

Odena, Oscar & Hilary Burgess. 2017. How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: A qualitative approach. Studies in Higher Education 42(3). 572–590. https://doi.org/10.1080/03075079.2015.1063598.Search in Google Scholar

Qu, Weiguo. 2017. For L2 writers, it is always the problem of the language. Journal of Second Language Writing 38. 92–93. https://doi.org/10.1016/j.jslw.2017.10.007.Search in Google Scholar

Ryan, Janette & Rosemary Viete. 2009. Respectful interactions: Learning with international students in the English-speaking academy. Teaching in Higher Education 14(3). 303–314. https://doi.org/10.1080/13562510902898866.Search in Google Scholar

Song, Xianlin & Greg McCarthy. 2018. Governing Asian international students: The policy and practice of essentialising ‘critical thinking’. Globalisation, Societies and Education 16(3). 353–365. https://doi.org/10.1080/14767724.2017.1413978.Search in Google Scholar

Turner, Joan. 2004. Language as academic purpose. Journal of English for Academic Purposes 3. 95–109. https://doi.org/10.1016/s1475-1585(03)00054-7.Search in Google Scholar

Velasco, Patricia & Ofelia García. 2014. Translanguaging and the writing of bilingual learners. Bilingual Research Journal 37(1). 6–23. https://doi.org/10.1080/15235882.2014.893270.Search in Google Scholar

Wang, Wei. 2016. Intertextual practices in academic writing by Chinese ESL students. Applied Linguistics Review 7(1). 53–72. https://doi.org/10.1515/applirev-2016-0003.Search in Google Scholar

Yan, Chunmei. 2012. ‘We can only change in a small way’: A study of secondary English teachers’ implementation of curriculum reform in China. Journal of Educational Change 13(4). 431–447. https://doi.org/10.1007/s10833-012-9186-1.Search in Google Scholar

Yancey, K. B. 2009. Writing in the 21st century. Urbana: National Council of Teachers of English. https://cdn.ncte.org/nctefiles/press/yancey_final.pdf.Search in Google Scholar

Received: 2021-02-04
Accepted: 2021-02-05
Published Online: 2021-03-02
Published in Print: 2022-05-25

© 2021 Walter de Gruyter GmbH, Berlin/Boston

Downloaded on 23.9.2025 from https://www.degruyterbrill.com/document/doi/10.1515/applirev-2021-0020/html
Scroll to top button