Translanguaging in the Bilingual Writing Centre to Facilitate Literacy Development of Chinese International Undergraduates

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Literacies and language development

Abstract

This study investigates the role of translanguaging in literacy pedagogy for Chinese international students in an English-dominated U.S. writing center. While prior research focuses on bilingual students in their home countries, this study explores how Garcia et al.'s (2017) translanguaging approach to literacy education supports underrepresented students' literacy development. Using qualitative methods, it analyzes field notes, interviews, and artefacts from four Chinese undergraduate students. Findings show that affirming a translanguaging stance inspires student voice, instructional support enhances writing skills, and encouraging shifts boosts writing confidence. The study highlights the value of bilingual repertoires in higher education and suggests integrating translanguaging into literacy pedagogy for diverse learners.

Keywords: A translanguaging approach, language and literacy education, Chinese international students, intercultural identity.

Author

• Cong Wang, University of Illinois at Urbana-Champaign