Translanguaging as a Mediational Tool in the Process of Feedback in Second Language Writing

Abstract

Abstract A growing number of studies have focused on pedagogical translanguaging, helping to develop students’ writing competence in second language (L2) classrooms. However, the role of translanguaging in the feedback from both teacher and students in L2 writing remains scant. Adopting a sociocultural approach, this study aims to investigate how translanguaging practices in L2 writing tutorials can mediate learning in the process of feedback, especially in the post-writing stage. Data were collected from classroom observations and writing assignments, with seven students and one tutor in 16-week writing tutorials at a university in Central China. Data were analyzed through thematic analysis and microgenetic analysis. Results show that teachers and students work together to construct knowledge and expand the multilingual repertoire and that translanguaging strategies promote feedback in the dialogic process. The mediating role of translanguaging in L2 writing tutorials can offer opportunities to enhance content learning, encourage learner participation, establish comprehension and provide pastoral care. The findings also shed light on L2 writing pedagogy that translanguaging as a mediational tool can decolonize curricula that are primarily English-medium and promote awareness of teachers in an equitable educational environment, by supporting equity for culturally and linguistically diverse students.