Abstract
This paper gives an account of Norwegian upper secondary school students’ self-reported use of linguistic resources while composing a text in English (L2) under three different writing conditions, ...
Highlights
This study is placed in Norway and examines Norwegian upper secondary school students’ perceptions of three writing conditions as well as their use of background languages when composing essays in English, their L2.1 Norwegians have a generally high level of English proficiency, which is reflected in EF English Proficiency Index (Education First, 2019) that ranks the country third out of 100 countries and regions around the world
By integrating translation and translanguaging into the drafting stage of writing in a target language, the present study contributes to the empirical research that embraces bi- and multilingual approach to English writing instruction in modern language classrooms as they become more linguistically and culturally diverse
Our analysis showed that English as a metacognitive language of choice had a strong presence in all writing conditions
Summary
This study is placed in Norway and examines Norwegian upper secondary school students’ perceptions of three writing conditions as well as their use of background languages when composing essays in English, their L2.1 Norwegians have a generally high level of English proficiency, which is reflected in EF English Proficiency Index (Education First, 2019) that ranks the country third out of 100 countries and regions around the world. This might be an indicator of Norwegian learners’ need for more proactive and innovative teaching and learning practices targeting writing skills in English since literacy lags behind oral and listening skills. The current investigation of the students’ language use and perceptions may offer some new insights with regard to assisting Norwegian learners in developing their literacy skills in English in close proximity to other languages they know
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