<p><a>A translingual approach to writing as a new paradigm has
been proposed to challenge English monolingualism, question traditional ideas
on language difference, advocate for writer agency in shaping their own
language, and legitimize additional languages/varieties as resources rather
than deficits in the target language teaching, learning, and using. Though
these central tenets are broadly valorized, the notion of “translingual” has
elicited a number of concerns, such as the partial representation of language
mixture ideas in sociolinguistics and second language studies, the pedagogical
implications for language learners, the discouragement of discussion about
similarities and differences among languages, and the missing discussion of
language development. Given these concerns, a translingual approach has not
been well-represented in the field of L2 writing. </a></p>
<p>In this dissertation, I
introduced the development of the notion of a translingual approach to writing,
summarized its conceptual debates, outlined its practical enactment, conducted
a case study to examine a L2 writing process from a translingual approach, and
discussed the possibilities and challenges of a translingual approach to L2
writing. To be specific, the notion of a translingual approach to writing has
been continually extended by incorporating various concepts, such as a
temporal-spatial approach, translation, spatial repertoires, and an ecological
approach. This extension has elicited some debates on its conceptualization,
e.g., code-switching vs. code-meshing vs. rhetorical sensibility, language
competence vs. language performance, a multilingual approach vs. a translingual
approach, and a translingual approach to writing and L2 writing. Despite these
debates, a translingual approach to writing has been implemented in different
contexts (such as EFL, ESL, ENL, and cross-cultural contexts) with different
writer groups (e.g., K-12 students, college students, and professional writers)
and for different purposes (such as, improving teaching, motivating learning,
and being more creative in writing).</p>
<p>The results from the conceptual
debate synthesis, enactment summary, and the case study indicated that a
translingual approach is possible to benefit L2 writing theoretically,
ideologically, and pedagogically. However, the findings also showed the
challenges of a translingual approach to L2 writing, such as the confusing
definition of “translingual writing” with L2 writing, the resistance of
language norms by a translingual approach, and the blurring differences between
languages and language users. Hopefully, this dissertation could be a bridge
between a translingual approach to writing and L2 writing. </p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/12170121 |
| Date | 21 April 2020 |
| Creators | Yachao Sun (8742159) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/A_Translingual_Approach_and_Its_Implications_for_L2_Writing/12170121 |
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