Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11861/10681
Title: Translanguaging as scaffolding in Chinese writing classrooms: Perceptions and practices of non-Cantonese-speaking students in Hong Kong secondary schools
Authors: Cheung, Ching Ching 
Prof. YANG Ruowei 
Issue Date: 2024
Source: International Journal of Applied Linguistics, 2024, article no. e12674.
Journal: International Journal of Applied Linguistics 
Abstract: Translanguaging has been empirically proven to have constructive and even transformative effects, as it provides linguistic minority learners with access to various educational and linguistic resources. Nevertheless, there is limited research on its use in the context of Chinese writing as a second language and, more specifically, on how it supports the co-construction of knowledge between Chinese teachers and non–Cantonese-speaking (NCS) students. This study examines NCS students' perceptions of and experiences with translanguaging in Chinese writing classrooms while illuminating the role that translanguaging plays in Chinese as a second language (CSL) writing classes in Hong Kong secondary schools. The findings of this ethnographic study indicate that NCS students' attitudes toward and experiences with translanguaging are largely positive, particularly in terms of cognitive and emotional scaffolding. They reveal that NCS students developed more complex thinking skills, metalinguistic awareness and criticality through the translanguaging space that they co-constructed in the classroom. This study also discusses the roles played by both spontaneous and planned translanguaging in NCS students' speech and writing development.
Type: Peer Reviewed Journal Article
URI: http://hdl.handle.net/20.500.11861/10681
ISSN: 1473-4192
0802-6106
DOI: 10.1111/ijal.12674
Appears in Collections:Chinese Language & Literature - Publication

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