Türkiye Sosyal Araştırmalar Dergisi

Öz

It is a generative time in the study of language and literacy, and scholars in education have been seeking possibilities to exploit students’ linguistic repertoires as pedagogical sources in order to leverage their language proficiency. Translingualism in applied linguistics is emerging in this context as a new approach, and the improvements that have been made in theorizing about translingual practices need to be supplemented accordingly with translingual pedagogies. In response, this study offers a practitioner-research study on teaching process writing in an international classroom in Turkey from a translingual perspective. Also, this study is based on the assumption that it is possible to learn from learners’ translanguaging strategies while they are developing their academic writing skills. The study anticipates finding out whether the translingual pedagogy applied in academic writing classes would contribute to the writing skills of the students by helping them to reorganize and rearrange their multiple linguistic repertoires. Based on a classroom ethnography, this study describes the research methodology used to examine the possibilities of studying the norms and facets of classroom ecologies that support translingual writing. Qualitative data was gathered through think-aloud audios of students, interviews, field observations, and video recordings of the classes, as well as compilations of classroom artifacts, assignments, peer reviews, and writing products over one academic semester. Multiple forms of gathered data were classified, and a cross-case analysis of 15 students’ outputs was conducted through Canagarajah’s strategies: recontextualization strategies, voice strategies, interactional strategies, textualization, and traditional qualitative coding methods. The result of the study is expected to contribute to the existing translanguaging literature by offering multiple facets of a translingual writing classroom pedagogy application.