Exploring the Impact of Translanguaging on Chinese-speaking Students’ Academic English Writing: Taking CET-4 as an Example

Han Ruobing(Graduate School, Nueva Ecija University of Science and Technology, Cabanatuan City, Philippines)

Abstract

This qualitative research study attempts to discover the real thinking process of learners who are native Chinese speakers in Academic English writing (AEW) through interviews. Introspecting on EFL learner’s thinking process in English Writing is based on two theories: critical period hypothesis and translanguaging. The results of the study indicate that translanguaging has a positive impact on the English CET-4 writing of learners who lack proficiency in English. For those learners who lack proficiency in the second language, translanguaging is an effective auxiliary tool for them to complete AEW.

Keywords

Academic English writing, CET-4, Critical Period Hypothesis, Translanguaging

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DOI: http://dx.doi.org/10.26549/jetm.v7i2.13890