Enhancing academic writing through translanguaging strategies: a case study of Chinese students

Abstract

Purpose: This study examines how Chinese graduate students leverage translanguaging practices in academic English writing to navigate linguistic and cultural barriers. The research focuses on identifying the specific strategies used across various writing stages and exploring students' perceptions of these practices.Design: Adopting a qualitative research methodology, this study analyzed the writing processes of four Chinese graduate students from diverse academic fields. Data were collected through semistructured interviews conducted in Chinese and the analysis of students' notes, outlines, drafts, and revisions. A content analysis approach was employed to identify translanguaging strategies, and thematic coding was used to interpret interview data.Findings: The research identifies translanguaging as an essential strategy that enables students to clarify complex concepts, organize ideas, and refine their arguments with linguistic precision. It plays a significant role across four key writing stages: reading notes, outlining, drafting, and revising. The findings also reveal that translanguaging fosters cultural identity affirmation and reduces writing anxiety, enhancing students' confidence and efficiency. Furthermore, the study highlights the pedagogical potential of translanguaging to promote equity and inclusivity in academic writing instruction.Value: This study advances the understanding of translanguaging as both a linguistic and cognitive resource for academic writing, emphasizing its role in empowering non-native English speakers. It calls for integrating translanguaging into academic curricula, advocating a paradigm shift toward inclusive writing practices that celebrate linguistic diversity and cultural identity. By situating the research within the context of domestic Chinese education, this study provides unique insights into translanguaging in non-English-dominant academic environments.

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