1. Introduction

Translanguaging is a powerful tool in writing, especially for multilingual individuals. This study aims to examine how Chinese graduate students use their linguistic repertoire to think and communicate in English writing. The role of translanguaging in the L2 writing process has not been extensively researched, especially in the context of feedback. Vygotsky's sociocultural theory frames the use of translanguaging as a mediational tool for cognition and development in EFL writing classrooms. This study aims to explore the role of translanguaging as a mediating tool in the process of feedback in L2 writing from a sociocultural perspective.

2. Literature Review

This chapter discusses the understanding of L2 writing from a sociocultural perspective and the criteria of mediation. It also highlights previous studies that have focused on identifying types of mediating resources used in L2 writing and the importance of feedback in L2 writing classrooms. Furthermore, it describes feedback as a meaningful learning experience and emphasizes the benefits of active participation in the feedback process. Additionally, the concept of translanguaging and its use as a pedagogical tool in L2 writing activities is explored, along with the importance of accessing prior knowledge in L1 for students who write in an additional language.

3. Method

This chapter discusses the research question, context, and participants, data collection, and data analysis of the study. The study aims to understand translanguaging practices in L2 writing tutorials and adopted a qualitative approach to examine how translanguaging mediated writing. The study collected interactive discourse data through classroom observations and transcribed the data for analysis. Thematic analysis and microgenetic analysis were used to analyze the data, revealing the complex and deeply bilingual nature of the observed classroom practices. Inter-rater consistency was performed to ensure coding reliability and validity.

4. Findings

clear，还有个问题“You can understand my meaning, can you?”这个句子对吗？ (Yes, I understand. This word is a little unclear. Also, is the sentence "You can understand my meaning, can you?" correct?)The translanguaging interaction supported students in understanding the lesson by addressing uncertainties and doubts that the learners had. A teacher’s practice of asking questions to ascertain students’ understanding of what a point meant helped learners build mutual comprehension in the interaction. Translanguaging was also found to be used in a test-like practice, where the teacher assigned the completion of a paragraph as an activity to assess if learners were following the lesson. This finding suggests that an environment rich in translanguaging practices can support the sort of feedback practices that are essential for language learning. Mai (2019) expressed that translanguaging practices could have positive effects on students’ achievement in writing. These findings align with the main tenant of sociocultural theory, which emphasizes the role of language and interaction in the learning process to mediate learning in a second language.

5. Discussion

This chapter discusses the use of translanguaging in the L2 writing classroom, emphasizing the empowerment of bilingual learners and teachers and the importance of recognizing and utilizing their diverse linguistic backgrounds. Translanguaging contributes to the decolonization of curricula by challenging monolingual classrooms and supporting meaningful teaching and learning opportunities. The study shows that translanguaging is purposeful and frequent, enhancing understanding of L2 writing concepts and fostering positive attitudes. It also highlights the interconnectedness of languages in human minds and the educational benefits of translanguaging for multilingual classrooms. Ultimately, the findings demonstrate the meaningful impact of translanguaging on teaching and learning, emphasizing its positive implications for education and the need for its recognition and prioritization in bilingual classrooms.

6. Conclusion

This chapter discusses the implications of translanguaging for teaching and learning in tertiary education. It emphasizes the benefits of using translanguaging in L2 writing tutorials to enhance comprehension, promote learner participation, and provide pastoral care. The chapter also emphasizes the importance of carefully considering factors such as the goals of the lesson, the proficiency levels of the learners, and the pedagogical approach of the instructor when encouraging translanguaging in English classes. The chapter also acknowledges the limitations of the study and suggests future research directions.