Abstract
With a critical narrative approach, this reflective practice research aims to do a personal narrative inquiry on the researcher herself during her dissertation research/writing period. The researcher explores and reflects on her various translanguaging strategies used throughout the course of her dissertation research and writing. Data collection includes her reflective journal entries, interview recordings and transcriptions with her research participants, reflective conversation audio recordings with her peers and research voice memos during her dissertation writing process. Using narrative analysis, this study indicates translanguaging allows the researcher to establish her dual-identities in both U.S. and Chinese educational settings, and helps her to develop her own writer’s voice and also engages her to think more creatively and critically as a researcher and a writer. This study presents a first-person reflective practice that deconstructs bilingual PhD students’ dissertation writing journey. It highlights the significance of bilingual international graduate students’ language repertoire to their academic writing, which matters not only to individual students, but may better serve international student community cross the world.
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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