Leveraging L2 Academic Writing: Digital Translanguaging in Higher Education

Autor/inn/en	Koralage, Tharanga; Choi, Julie; Cross, Russell
Titel	Leveraging L2 Academic Writing: Digital Translanguaging in Higher Education
Quelle	In: TESOL in Context, 31 (2023) 2, S.95-113 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-8385
Schlagwörter	Code Switching (Language); Language Usage; Academic Language; English (Second Language); Second Language Learning; Second Language Instruction; Computer Assisted Instruction; Multilingualism; Vocabulary Development; Independent Study; Teaching Methods; Writing Instruction; Computer Mediated Communication; Syntax; Search Strategies; Translation; Reference Materials; MOOCs; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Sprachgebrauch; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Mehrsprachigkeit; Multilingualismus; Wortschatzarbeit; Selbststudium; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Computerkonferenz; Suchstrategie; Literaturnachweis; Ausland; Australien
Abstract	Although the literature on computer-assisted language learning has demonstrated that digital tools such as online translators and bilingual dictionaries offer affordances to second language (or foreign language) writers of English to solve linguistic (lexical and syntactic) issues, the extent to which digital technology supports multilingual students in producing academic texts has been underexplored. In this study, we investigate what digital technology enables and does not enable students to do in communicating their intended meaning in English by examining the writing experience of a multilingual student in an online higher education environment. The data was derived through screen sharing and online stimulated recall interviews and analysed using the concept of digital translanguaging, which focuses on meaning-making using one's entire meaning-making repertoire. The findings suggest that digital translanguaging offers many opportunities to expand the knowledge of vocabulary through self-learning. However, it also becomes evident that the success of working through lexical and syntactic issues is impacted by several factors, such as prior knowledge of the second language (L2), effective online search strategies, and awareness of digital reference resources for different purposes (e.g., online translators for literal and/or context-appropriate translations and language forums to seek advice about specific language issues from proficient speakers). We conclude by providing insights into instructional and strategic support to effectively assist multilingual students to offer greater opportunities to achieve their communication goals. (As Provided).
Anmerkungen	Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01