Conversations around translingual practice in EAL writing education
This review explores the increasingly popular concept of translingual practice within English as an Additional Language (EAL) writing education. While translingual practice has been advocated for promoting linguistic and cultural diversity and encouraging writer agency, it also raises concerns related to theoretical understandings, ideological acceptance, and pedagogical implications. Confusion between translingual and L2 writing, resistance to dominant language norms, and potential negative impacts on students’ academic success have all been highlighted as key issues. Through a critical examination of these benefits and concerns, this review emphasizes the need for further refinement of translingual pedagogies and more empirical research on their effectiveness. Recognizing these issues can contribute to a more inclusive and equitable approach to writing instruction that values the linguistic and cultural diversity of all students.
