Translanguaging and Collaboration in EFL Writing

Nabaz Noori Kareem, Rebecca Adams

doi:10.32038/ltrq.2024.46.20

European KnowledgeDevelopment Institute

Original Research

Translanguaging and Collaboration in EFL Writing

Nabaz Noori Kareem

Rebecca Adams

Language Teaching Research Quarterly, Volume 46, Pages 325-345, https://doi.org/10.32038/ltrq.2024.46.20

Abstract
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Translanguaging pedagogy has been shown to promote second language (L2) writing development (Garcia, 2014; García & Kano, 2014; Turnbull, 2019; Zhang, 2019). This study examines how exposure to translanguaging pedagogy influenced Kurdish EFL learners’ engagement in collaborative writing during a seven-week intensive academic English writing course. Two intact courses were assigned to translanguaging pedagogy or English-only pedagogy. Recordings of randomly selected pairs of students and assessment of written products were used to determine whether translanguaging pedagogy impacted learner engagement in collaborative dialogue and the quality of their collaboratively written texts. The results indicate that students who experienced translanguaging pedagogy engaged more frequently in language related episodes (LREs) than students in the monolingual classroom. Students who experienced translanguaging pedagogy also wrote higher quality texts as measured by the course rubric. These findings suggest that incorporating translanguaging pedagogical practices may increase the effectiveness of collaborative writing in foreign language classrooms.

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Keywords

Translanguaging Pedagogy; Translanguaging; Collaborative Writing; Collaborative Dialogue

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Author(s) Information

Nabaz Noori Kareem

Nabaz Kareem is from Kurdistan of Iraq. He has a master’s degree in TESOL from Valparaiso University, Indiana and is a current PhD student in Applied Linguistics in the English department at the University of Memphis. With a passion for fostering inclusive learning environments, he has taught a diverse range of students. His research focuses on second language writing development, with particular emphasis on translanguaging strategies in L2 writing classrooms.

Rebecca Adams

Rebecca Adams is a Professor of Applied Linguistics and TESOL at the University of Memphis. Her research focuses on peer and collaborative learning in second language settings. Her prior research on second language collaborative writing has been published in the Modern Language Journal, Journal of Second Language Writing, and Language Teaching Research. Her three co-authored three books on second language peer and collaborative learning were published by Routledge Press.

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Conflict of Interests

No, there are no conflicting interests.

Open Access

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. You may view a copy of Creative Commons Attribution 4.0 International License here: http://creativecommons.org/licenses/by/4.0/