Translingual practices for critical language awareness in English as an additional language writing education

Abstract This study explores the impact of translingual practices on Critical Language Awareness (CLA) in English as an Additional Language (EAL) writing education within a non-English Medium Instruction (non-EMI) Chinese higher education context. A case study approach was employed to investigate five students’ EAL writing practices and language ideologies. Data collection included screen recordings of students’ writing processes, semi-structured interviews, and their written products. The findings revealed that translingual practices facilitated CLA development. Students adeptly meshed their home language and English, which reflected a complex interplay of linguistic identity and power dynamics in academic settings. The study found that translingual practices enabled students to challenge monolingual ideologies and develop a critical understanding of the socio-political implications of language use. The findings indicate that translingual practices can not only facilitate content learning but also promote a deeper engagement with social justice issues within EAL writing education. Hence, this study emphasizes the necessity for EAL writing education to embrace translingual practices, thereby enriching students’ CLA.