Translanguaging Pedagogy in Leveraging Writing Skills of ESL Learners

Haiyan LI, Xiaojun GUO


Low performance of Chinese students in writing demands more research to afford pedagogy about how the academic writing skills of college students can be promoted.  On the basis of analyzing the recent developments in writing pedagogy research, this paper introduces a new pragmatic tool for addressing writing pedagogy: translanguaging.  It provides perspectives from leading scholars in the design and implementation of translingual writing teaching methods and procedures. By drawing upon the valuable resources of students’ native language, English writing performance can be greatly facilitated.


Translanguaging Pedagogy; Academic writing skills; ESL leaners

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