跨語言實踐在專業英文寫作課程中的應用

Translated title of the contribution: The Application of Translanguaging in an English for Specific Purposes Writing Course

Hui-chin Chen, Shu Chiao Tsai, Wen-Li Tsou

Research output: Contribution to journalArticle

Abstract

The current study examines how translanguaging contributes to college students’ English for Specific Purposes (ESP) writing in Taiwan, and how students’ multiple linguistic resources, including home languages, target language, and online tools, are utilized to produce quality writing. In this study, college students, aided by online translation software, underwent a translingual writing process that involved tasks from drafting in Chinese, drafting in English, online translation, to revision. The text was then analyzed with an assessment rubric to identify areas of improvement. Comparison of text indicates that translanguaging is shown to have synergistically helped students leverage their multiple linguistic resources to convey more information, express more ideas, while achieving a wider use of general, academic, and idea words. Analysis of the translanguaging writing process also indicates that students engaged in more writing steps, from pre-writing, reproducing, online translation, editing, to revising. Implications from the study indicate multiple benefits from creating a learning environment where translanguaging are encouraged.

Original languageChinese
Pages (from-to)65-83
Number of pages19
JournalEnglish Teaching and Learning
Volume43
Issue number1
DOIs
Publication statusPublished - 2019 Mar 1

Fingerprint

student
linguistics
language
resources
Taiwan
learning environment
software

All Science Journal Classification (ASJC) codes

  • Education
  • Linguistics and Language

Cite this

@article{6e6e1b9ffb3a4b5eb5fcbd03a7c3c662,
title = "跨語言實踐在專業英文寫作課程中的應用",
abstract = "The current study examines how translanguaging contributes to college students’ English for Specific Purposes (ESP) writing in Taiwan, and how students’ multiple linguistic resources, including home languages, target language, and online tools, are utilized to produce quality writing. In this study, college students, aided by online translation software, underwent a translingual writing process that involved tasks from drafting in Chinese, drafting in English, online translation, to revision. The text was then analyzed with an assessment rubric to identify areas of improvement. Comparison of text indicates that translanguaging is shown to have synergistically helped students leverage their multiple linguistic resources to convey more information, express more ideas, while achieving a wider use of general, academic, and idea words. Analysis of the translanguaging writing process also indicates that students engaged in more writing steps, from pre-writing, reproducing, online translation, editing, to revising. Implications from the study indicate multiple benefits from creating a learning environment where translanguaging are encouraged.",
author = "Hui-chin Chen and Tsai, {Shu Chiao} and Wen-Li Tsou",
year = "2019",
month = "3",
day = "1",
doi = "10.1007/s42321-018-0018-0",
language = "Chinese",
volume = "43",
pages = "65--83",
journal = "English Teaching and Learning",
issn = "1023-7267",
publisher = "National Taiwan Normal University",
number = "1",

}

跨語言實踐在專業英文寫作課程中的應用. / Chen, Hui-chin; Tsai, Shu Chiao; Tsou, Wen-Li.

In: English Teaching and Learning, Vol. 43, No. 1, 01.03.2019, p. 65-83.

Research output: Contribution to journalArticle

TY - JOUR

T1 - 跨語言實踐在專業英文寫作課程中的應用

AU - Chen, Hui-chin

AU - Tsai, Shu Chiao

AU - Tsou, Wen-Li

PY - 2019/3/1

Y1 - 2019/3/1

N2 - The current study examines how translanguaging contributes to college students’ English for Specific Purposes (ESP) writing in Taiwan, and how students’ multiple linguistic resources, including home languages, target language, and online tools, are utilized to produce quality writing. In this study, college students, aided by online translation software, underwent a translingual writing process that involved tasks from drafting in Chinese, drafting in English, online translation, to revision. The text was then analyzed with an assessment rubric to identify areas of improvement. Comparison of text indicates that translanguaging is shown to have synergistically helped students leverage their multiple linguistic resources to convey more information, express more ideas, while achieving a wider use of general, academic, and idea words. Analysis of the translanguaging writing process also indicates that students engaged in more writing steps, from pre-writing, reproducing, online translation, editing, to revising. Implications from the study indicate multiple benefits from creating a learning environment where translanguaging are encouraged.

AB - The current study examines how translanguaging contributes to college students’ English for Specific Purposes (ESP) writing in Taiwan, and how students’ multiple linguistic resources, including home languages, target language, and online tools, are utilized to produce quality writing. In this study, college students, aided by online translation software, underwent a translingual writing process that involved tasks from drafting in Chinese, drafting in English, online translation, to revision. The text was then analyzed with an assessment rubric to identify areas of improvement. Comparison of text indicates that translanguaging is shown to have synergistically helped students leverage their multiple linguistic resources to convey more information, express more ideas, while achieving a wider use of general, academic, and idea words. Analysis of the translanguaging writing process also indicates that students engaged in more writing steps, from pre-writing, reproducing, online translation, editing, to revising. Implications from the study indicate multiple benefits from creating a learning environment where translanguaging are encouraged.

UR - http://www.scopus.com/inward/record.url?scp=85063273416&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85063273416&partnerID=8YFLogxK

U2 - 10.1007/s42321-018-0018-0

DO - 10.1007/s42321-018-0018-0

M3 - Article

VL - 43

SP - 65

EP - 83

JO - English Teaching and Learning

JF - English Teaching and Learning

SN - 1023-7267

IS - 1

ER -