Implementing translanguaging strategies in the English writing classroom in higher education

Abstract

Abstract Over the past two decades, translanguaging has become a powerful concept in applied linguistics, enabling teachers and students to respond to linguistic and cultural diversity in the classroom. However, how teachers and students prepare for translanguaging pedagogy and practice in writing has so far received less attention (Huang & Chalmers, 2023). Therefore, this systematic review focuses on the application of translanguaging strategies in the English as a Foreign/Second Language (EFL/ESL) writing classroom. Following the PRISMA guidelines for systematic reviews, this study searched five databases to obtain articles spanning from 2013 to 2023. We reviewed 23 articles focusing on translanguaging, writing and higher education. Our results show that (1) most studies were conducted in North America and Northern Asia, with qualitative studies being predominant; (2) most researchers implemented translanguaging interventions in the EFL/ESL classroom to study the impact of translanguaging on students’ English writing skills; (3) students applied translanguaging strategies during the writing process to communicate with others on content and vocabulary; (4) translanguaging strategies provided teachers with diverse perspectives and enhanced students’ various skills; (5) the use of digital resources and different types of activities contributed to the application of translanguaging in the writing classroom, but students’ limited language skills in their L2 but also in their L1, and their uncertainty about their linguistic identity limited implementation of translanguaging in the English writing classroom. This systematic review points towards the need for educators to consider the various factors, functions and applications of the use of translanguaging strategies in English writing classrooms.