The Effects of Translanguaging in Discussion as a Prewriting Activity for Writing in a Second Language

Abstract

　　One of the biggest challenges in learning to write is the shift from a dialogue mode to a monologue mode (Weissberg, 1994). Prewriting discussions are a popular pedagogical approach used to lessen the burden placed on novice writers when it comes to that shift, but little research has been done to investigate how effective these discussions are for the production of better texts in a second language (L2). The present study aims to fill in the gap, with special attention paid to how translanguaging (García, 2009) practices can be an effective pedagogical approach even in a foreign language teaching context, which has traditionally been viewed as different from bilingual language learning contexts. Writing samples in L2 English from two university students under four different conditions, 1) without prewriting discussion, 2) with prewriting discussion in L2 English, 3) with prewriting discussion in L1 Japanese, and 4) with prewriting discussion in a translanguaging condition are qualitatively analysed.

　　Keywords: Prewriting discussions, translanguaging, L2 writing