Roles of Translanguaging in Both Processes and Performance of Second Language Argumentative Writing (74040)

Session Information: Language Development & Literacy
Session Chair: Carla Cristina Fernandes Monteiro

Saturday, 23 September 2023 13:20
Session: Session 3
Room: Room C (Live Stream)
Presentation Type:Live-Stream Presentation

All presentation times are UTC + 2 (Europe/Madrid)

Argumentative writing is a key medium for demonstrating critical thinking (CT) performance. Writing second language (L2) argumentative essays requires both first language (L1) CT abilities and L2 linguistic knowledge, so L2 writers may rely on their available linguistic, semiotic, and cultural resources during L2 argumentative writing processes. Since many studies explored how translanguaging, defined as multimodal cross-linguistic practices entailing use of one’s entire linguistic, semiotic, and cultural repertoire, influenced L2 pedagogical practices positively, more research needs to explore roles of translanguaging in both processes and performance of L2 argumentative writing. To fill the research gap, the study collected data from 45 L2 writers through an L2 argumentative writing task under think-aloud conditions as well as semi-structured stimulated recall interviews. Analyses of think-aloud protocols, L2 argumentative essays, and interview responses generated three major findings: (1) each participant performed translanguaging for writing this argumentative essay, and translanguaging occurred frequently during most of the participants'L2 argumentative writing processes; (2) translanguaging was performed more for lower-order (meta)cognitive functions (i.e.,Repetition; Planning; Idea generation) than for higher-order (meta)cognitive ones (i.e., Reasoning; Evaluation; Monitoring); and (3) no significant correlation existed between translanguaging frequencies and L2 CT performance. The findings not only challenge monolingualism-oriented L2 education, but also motivate students to facilitate their demonstration of L2 CT by performing translanguaging more for higher-order (meta)cognitive functions.

Sheng Tan, The University of Hong Kong, Hong Kong

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00