References
- Abraham, S., Kedley, K., Fall, M., Krishnamurthy, S., & Tulino, D. (2021). Creating a translanguaging space in a bilingual community-based writing program. International Multilingual Research Journal, 15(3), 211–234. https://doi.org/10.1080/19313152.2021.1883791
- Anderson, K. T., Ambroso, E., Cruz, J., Zuiker, S. J., & Rodríguez-Martínez, S. (2022). Complicating methods for understanding educators’ language ideologies: Transformative approaches for mixing methods. Language and Education, 36(1), 1–19. https://doi.org/10.1080/09500782.2021.1931296
- Arnold, L. R. (2020). “Now I don’t Use It at All … it’s gone”: Monolingual ideology, multilingual students, and (failed) translingual negotiation strategies. Research in the Teaching of English, 54(4), 318–341. https://doi.org/10.58680/rte202030736
- Bennett, K. (2014). Toward an epistemological monoculture: Mechanisms of epistemicide in European research publication. In R. P. Alastrué & C. Pérez-Llantada (Eds.), English as a scientific and research language: Debates and discourses (pp. 9–36). De Gruyter Mouton. https://doi.org/10.1515/9781614516378-004
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401–417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
- Canagarajah, S. (2013). Translingual practices: Global Englishes and cosmopolitan relations. New York: Routledge. https://doi.org/10.4324/9780203120293
- Canagarajah, S. (2022). Language diversity in academic writing: Toward decolonizing scholarly publishing. Journal of Multicultural Discourses, 17(2), 107–128. https://doi.org/10.1080/17447143.2022.2063873
- Cheng, A. (2016). EAP at the tertiary level in China: Challenges and possibilities. In K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for academic purposes (pp. 97–108). Routledge.
- Choi, J., & Liu, K. (2021). Knowledge building through collaborative, translation and translanguaging Practices. Journal of Language, Identity & Education, 23(1), 141–156. https://doi.org/10.1080/15348458.2021.1974866
- Corlett, S., & Mavin, S. (2018). Reflexivity and researcher positionality. In C. Cassell, A. L. Cunliffe, & G. Grandy (Eds.), The SAGE handbook of qualitative business and management research methods (pp. 377–399). SAGE.
- Curry, M. J., & Lillis, T. (2022). Multilingualism in academic writing for publication: Putting English in its place. Language Teaching, 57(1), 87–100. https://doi.org/10.1017/S0261444822000040
- Dong, R. (2021). Translanguaging in writing: A bilingual PhD student’s reflection. Applied Linguistics Review, 13(3), 417–431. https://doi.org/10.1515/applirev-2021-0022
- Durán, L. (2020). “Todas las poems que están creative”: Language Ideologies, Writing and Bilingual Children. Journal of Language, Identity & Education, 19(6), 412–427. https://doi.org/10.1080/15348458.2020.1726754
- Ene, E., McIntosh, K., & Connor, U. (2019). Using intercultural rhetoric to examine translingual practices of postgraduate L2 writers of English. Journal of Second Language Writing, 45, 100664. https://doi.org/10.1016/j.jslw.2019.100664
- Flores, N. (2020). From academic language to language architecture: Challenging raciolinguistic ideologies in research and practice. Theory Into Practice, 59(1), 22–31. https://doi.org/10.1080/00405841.2019.1665411
- García, O., Flores, N., Seltzer, K., Wei, L., Otheguy, R., & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 18(3), 203–228. https://doi.org/10.1080/15427587.2021.1935957
- García, O., & Kleifgen, J. A. (2020). Translanguaging and literacies. Reading Research Quarterly, 55(4), 553–571. https://doi.org/10.1002/rrq.286
- García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765
- Gevers, J. (2018). Translingualism revisited: Language difference and hybridity in L2 writing. Journal of Second Language Writing, 40, 73–83. https://doi.org/10.1016/j.jslw.2018.04.003
- Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274. https://doi.org/10.3102/01623737011003255
- Heng Hartse, J., & Kubota, R. (2014). Pluralizing English? Variation in high-stakes academic texts and challenges of copyediting. Journal of Second Language Writing, 24(1), 71–82. https://doi.org/10.1016/j.jslw.2014.04.001
- Horner, B., Lu, M., Royster, J. J., & Trimbur, J. (2011). Opinion: Language difference in writing: Toward a translingual approach. College English, 73(3), 303–321. https://doi.org/10.58680/ce201113403
- Jang, J. (2022). Emergent multilingual learners’ meaning negotiation and knowledge building through translingual writing practices in South Korea. Journal of Multilingual and Multicultural Development, 1–15. https://doi.org/10.1080/01434632.2022.2122982
- Jiang, Z. W., Zhang, L. J. & Mohamed, M. (2022). Researching translanguaging as a feasible pedagogical practice: Evidence from Chinese English-as-a-foreign-language students’ perceptions. RELC Journal, 53(2), 371–390. https://doi.org/10.1177/00336882221113653
- Kafle, M. (2020). “No one would like to take a risk”: Multilingual students’ views on language mixing in academic writing. System, 94, 102326. https://doi.org/10.1016/j.system.2020.102326
- Kaufhold, K. (2018). Creating translanguaging spaces in students’ academic writing practices. Linguistics and Education, 45, 1–9. https://doi.org/10.1016/j.linged.2018.02.001
- Kiramba, L. K. (2017). Translanguaging in the writing of emergent multilinguals. International Multilingual Research Journal, 11(2), 115–130. https://doi.org/10.1080/19313152.2016.1239457
- Kubota, R. (2022). Decolonizing second language writing: Possibilities and challenges. Journal of Second Language Writing, 58, 100946. https://doi.org/10.1016/j.jslw.2022.100946
- Lee, E., & Canagarajah, S. (2019). The connection between transcultural dispositions and translingual practices in academic writing. Journal of Multicultural Discourses, 14(1), 14–28. https://doi.org/10.1080/17447143.2018.1501375
- Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039
- Li, W. (2022). Translanguaging as a political stance: Implications for English language education. ELT Journal, 76(2), 172–182. https://doi.org/10.1093/elt/ccab083
- Li, W., & García, O. (2022). Not a first language but One repertoire: Translanguaging as a decolonizing project. RELC Journal, 53(2), 313–324. https://doi.org/10.1177/00336882221092841
- Li, Y., Ma, X., Zhao, J., & Hu, J. (2020). Graduate-level research writing instruction: Two Chinese EAP teachers’ localized ESP genre-based pedagogy. Journal of English for Academic Purposes, 43, 100813–100815. https://doi.org/10.1016/j.jeap.2019.100813
- Liu, C., & Chen, M. (2024). Delinking from monolingual norms: A case study of Chinese postgraduate students’ translanguaging practices in English academic writing. The Asia-Pacific Education Researcher, https://doi.org/10.1007/s40299-024-00823-8
- Lu, M., & Horner, B. (2013). Translingual literacy, language difference, and matters of agency. College English, 75(6), 582–607. https://doi.org/10.58680/ce201323836
- Martínez, R. A., Hikida, M., & Durán, L. (2015). Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging. International Multilingual Research Journal, 9(1), 26–42. https://doi.org/10.1080/19313152.2014.977712
- Matsuda, P. K. (2006). The myth of linguistic homogeneity in U.S. College composition. College English, 68(6), 637–651. https://doi.org/10.58680/ce20065042
- Minakova, V., & Canagarajah, S. (2020). Monolingual ideologies versus spatial repertoires: Language beliefs and writing practices of an international STEM scholar. International Journal of Bilingual Education and Bilingualism, 26, 708–721. https://doi.org/10.1080/13670050.2020.1768210
- Parmegiani, A. (2022). Translanguaging in a bilingual writing programme: The mother tongue as a resource for academic success in a second language. Language, Culture and Curriculum, 35(3), 290–302. https://doi.org/10.1080/07908318.2022.2050742
- Peshkin, A. (1988). In search of subjectivity—One’s own. Educational Researcher, 17(7), 17–21. https://doi.org/10.3102/0013189X017007017
- Rafi, A. S. M., & Morgan, A. M. (2022). Translanguaging and power in academic writing discourse: The case of a Bangladeshi university. Classroom Discourse, 14, 192–214. https://doi.org/10.1080/19463014.2022.2046621
- Roulston, K., & Shelton, S. A. (2015). Reconceptualizing bias in teaching qualitative research methods. Qualitative Inquiry, 21(4), 332–342. https://doi.org/10.1177/1077800414563803
- Schroedler, T., Rosner-Blumenthal, H., & Böning, C. (2023). A mixed-methods approach to analysing interdependencies and predictors of pre-service teachers’ beliefs about multilingualism. International Journal of Multilingualism, 20(1), 11–30. https://doi.org/10.1080/14790718.2022.2125975
- Seltzer, K. (2022). Enacting a critical translingual approach in teacher preparation: Disrupting oppressive language ideologies and fostering the personal, political, and pedagogical stances of preservice teachers of English. TESOL Journal, 13. https://doi.org/10.1002/tesj.649
- Silverstein, M. (1979). Language structure and linguistic ideology. In P. R. Clyne, W. F. Hanks, & C. L. Hofbauer (Eds.), The elements: A parasession on linguistic units and levels (pp. 193–248). Chicago Linguistic Society.
- Sun, Y. (2023). Increasing critical language awareness through translingual practices in academic writing. Journal of English for Academic Purposes, 62(8), 101229. https://doi.org/10.1016/j.jeap.2023.101229
- Sybing, R. (2022). Dead reckoning: A framework for analyzing positionality statements in ethnographic research reporting. Written Communication, 39(4), 757–789. https://doi.org/10.1177/07410883221114152
- Zhang, X. Z., & Hadjioannou, X. (2021). Chinese graduate students’ translanguaging practice in the context of academic writing in English. Applied Linguistics Review, 13(3), 373–388. https://doi.org/10.1515/applirev-2021-0020
- Zhang-Wu, Q. (2021). (Re)Imagining translingualism as a verb to tear down the English-only wall: “Monolingual” students as multilingual writers. College English, 84(1), 121–137. https://doi.org/10.58680/ce202131455
- Zhang-Wu, Q. (2022). Multilingual students' perspectives on translanguaging in first-year undergraduate writing classrooms. TESOL Journal, 13(2), 1–4. https://doi.org/10.1002/tesj.651
- Zhang-Wu, Q. (2023a). Rethinking translingualism in college composition classrooms: A digital ethnographic study of multilingual students’ written communication across contexts. Written Communication, 40(1), 145–174. https://doi.org/10.1177/07410883221127208
- Zhang-Wu, Q. (2023b). Asian students in American higher education: Negotiating multilingual identities in the era of superdiversity and nationalism. Language and Intercultural Communication, 23(3), 253–267. https://doi.org/10.1080/14708477.2023.2175846
- Zhang-Wu, Q. (2023c). “Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace. TESOL Journal, 14(4), 732–748. https://doi.org/10.1002/tesj.732
- Zhang-Wu, Q. (2023d). Supporting superdiverse multilingual international students: Insights from an ethnographic exploration. Research in the Teaching of English, 57(4), 378–401. https://doi.org/10.58680/rte202332473