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Translingual Writing Practice of Korean Graduate Students in the US

  • Modern English Education
  • Abbr : MEESO
  • 2024, 25(), pp.292-305
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Received : August 30, 2024
  • Accepted : September 27, 2024
  • Published : October 10, 2024

정철원 1,  Jae-hyun Im 2

1Judicial Research and Training Institute, Supreme Court of Korea
2Daegu National University of Education

Accredited

ABSTRACT

This study investigated translingual writing practice by three Korean graduate students in a U.S. academic setting. We collected three writing samples (an argumentative TOEFL essay, a term paper written in English, and a term paper written in Korean) and conducted semi-structured interviews to understand students’ rationales behind their translingual writing practice. Our analysis revealed that these students actively shuttled between languages (e.g., spoken and written discourse; named languages) and knowledge from different discourses (e.g., majors; academic writing conventions; different writing genres). By investigating their strategic choices of language in use, this study highlights various linguistic and cultural resources mixed and matched by Korean translingual writers to meet academic discourse writing conventions and express their voices and field-specific knowledge. The current study has implications for language education. Higher-level academic writers should be encouraged to reflect on their linguistic choices and consider innovative ways to express their voices beyond traditional conventions. This also emphasizes the importance of preparing academic writing instructors to support translingual practices and foster multilingual writers’ linguistic and cultural identities in academic contexts. It calls for a more nuanced approach to writing pedagogies that recognize the complex, dynamic nature of translingual writing practice.

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