lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Multilingual students' self-reported use of their language repertoires when writing in English
Lund University.
University of Brussels VUB, Belgium.
Lund University.
Lund University. (Educational Linguistics)ORCID iD: 0000-0002-8686-9959
2015 (English)In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 9, no 1, p. 1-21Article in journal (Refereed) Published
Abstract [en]

Recent research suggests that multilingual students tend to use their complete language repertoires, particularly their L1, when writing in a non-native language (e.g. Cenoz & Gorter 2011; Wang 2003). While there is some international research on the L2 and L3 writing process among bilinguals, the L2/L3 writing process of bilingual and multilingual individuals in the Swedish context remains unexplored (Tholin 2012). This study, carried out in a Swedish secondary school, focuses on 131 bi- and multilingual students’ (age 15-16) self-reported languages of thought while writing an essay in English, which is a non-native language. Drawing on the translanguaging framework (Blackledge & Creese 2010; García 2009) and a model of the L2 writing process (Wang & Wen 2002), the questionnaire data of the present study reveal that the participants’ L1 is reported to be heavily activated during the L2 writing process, particularly at the prewriting, planning stage. Additionally, the emergent bilingual participants who grew up as monolinguals (L1 Swedish) report a greater tendency to transition to thinking in the target language (English, their L2) once they have reached the actual writing stage than some of the emergent trilingual participants who grew up as bilinguals (of Swedish and another L1, used primarily in the home). On the basis of these findings, we suggest a need to move away from the monolingual teaching practices common in Swedish schools, allowing space for students to translanguage as they are engaging with writing tasks in a non-native language.

Place, publisher, year, edition, pages
2015. Vol. 9, no 1, p. 1-21
Keywords [en]
translanguaging, L2 writing, L3 writing, Bilingual, Multilingual
National Category
Specific Languages
Research subject
Humanities, English
Identifiers
URN: urn:nbn:se:lnu:diva-71833OAI: oai:DiVA.org:lnu-71833DiVA, id: diva2:1193580
Available from: 2018-03-27 Created: 2018-03-27 Last updated: 2018-03-28Bibliographically approved

Open Access in DiVA

fulltext(681 kB)11 downloads
File information
File name FULLTEXT01.pdfFile size 681 kBChecksum SHA-512
310e0ff261504f0e3e0fd0d2a976b95a168e063f3cf12f315c0fc6878d3c84984e231be35c153219f2e0488988d9f8e26223c003c830ee2782b97780a1151df7
Type fulltextMimetype application/pdf

Other links

Fulltext

Authority records BETA

Källkvist, Marie

Search in DiVA

By author/editor
Källkvist, Marie
In the same journal
Apples - Journal of Applied Language Studies
Specific Languages

Search outside of DiVA

GoogleGoogle Scholar
Total: 11 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 13 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf