Translingual Writing Practice of Korean Graduate Students in the US
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초록
This study investigated translingual writing practice by three Korean graduate students in a U.S. academic setting. We collected three writing samples (an argumentative TOEFL essay, a term paper written in English, and a term paper written in Korean) and conducted semi-structured interviews to understand students’ rationales behind their translingual writing practice. Our analysis revealed that these students actively shuttled between languages (e.g., spoken and written discourse; named languages) and knowledge from different discourses (e.g., majors; academic writing conventions; different writing genres). By investigating their strategic choices of language in use, this study highlights various linguistic and cultural resources mixed and matched by Korean translingual writers to meet academic discourse writing conventions and express their voices and field-specific knowledge. The current study has implications for language education. Higher-level academic writers should be encouraged to reflect on their linguistic choices and consider innovative ways to express their voices beyond traditional conventions. This also emphasizes the importance of preparing academic writing instructors to support translingual practices and foster multilingual writers’ linguistic and cultural identities in academic contexts. It calls for a more nuanced approach to writing pedagogies that recognize the complex, dynamic nature of translingual writing practice.
Abstract
This study investigated translingual writing practice by three Korean graduate students in a U.S. academic setting. We collected three writing samples (an argumentative TOEFL essay, a term paper written in English, and a term paper written in Korean) and conducted semi-structured interviews to understand students’ rationales behind their translingual writing practice. Our analysis revealed that these students actively shuttled between languages (e.g., spoken and written discourse; named languages) and knowledge from different discourses (e.g., majors; academic writing conventions; different writing genres). By investigating their strategic choices of language in use, this study highlights various linguistic and cultural resources mixed and matched by Korean translingual writers to meet academic discourse writing conventions and express their voices and field-specific knowledge. The current study has implications for language education. Higher-level academic writers should be encouraged to reflect on their linguistic choices and consider innovative ways to express their voices beyond traditional conventions. This also emphasizes the importance of preparing academic writing instructors to support translingual practices and foster multilingual writers’ linguistic and cultural identities in academic contexts. It calls for a more nuanced approach to writing pedagogies that recognize the complex, dynamic nature of translingual writing practice.
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