Translanguaging in L2 Writing: A Critical Analysis of Current Research and Emerging Directions

Abstract

This paper critically reviews current research on translanguaging in second language (L2) writing, focusing on how multilingual learners use their full linguistic repertoire during the writing process. It explores key strategies, such as back translation, rehearsing, and drafting in L1, that support idea generation, vocabulary development, and problem-solving across writing stages. While translanguaging fosters metalinguistic awareness and inclusivity, it also faces challenges from institutional norms favoring monolingualism. The paper identifies research gaps in areas such as advanced academic writing, digital tool integration, student agency, and long-term outcomes. It calls for further studies that reconcile theory with practice and support translanguaging as a legitimate and effective approach to L2 writing in diverse educational contexts.

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