Resisting Homogenization in EAL Writing Education: Translingual Practices in the Rise of Generative AI

This study examined how generative artificial intelligence (GenAI) shaped English as an additional language (EAL) writing from a translingual perspective. Focusing on Chinese EAL students, the study investigated how they used and perceived GenAI tools during writing, weighing the gains in efficiency against the preservation of linguistic and cultural diversity. Using a case-study design that combined screen recordings, written drafts, and interviews, the research found that GenAI enhanced students' writing fluency and efficiency. At the same time, however, it reinforced monolingual norms and Western cultural standards, which might lead to homogenization—a narrowing of language and cultural expression toward a single, standardized style. Such tendencies risk marginalizing students' diverse linguistic and cultural resources when reliance on GenAI becomes excessive. Therefore, the findings underscore the importance of translingual practices that treat students' full linguistic repertoires and cultural backgrounds as assets. Embracing this approach is vital for fostering inclusivity and creativity in EAL writing, particularly as the influence of GenAI grows. The study thus calls for a balanced integration of GenAI—one that supports EAL writing development while addressing inherent biases and cultivating students' linguistic and cultural agency.

Duke Scholars

Author Yachao Sun DKU Faculty