A Study On The Influence Of Translanguaging Pedagogy On Senior High School Students’ English Writing

Translanguaging refers to the discourse practice of mutual conversion between two or more different languages,which is input by one language and output by the other.In recent years,the notion of translanguaging has gradually developed into one of the important theories of Applied Linguistics,which has had a series of impacts on language teaching,multilingual literacy,and other aspects of theory and practice,and has been widely used in the field of second language teaching,and has been recognized by many scholars as an effective teaching method.This study takes English learners in general senior secondary schools in China as the target population and approaches the study from the perspective of writing,focusing on the following two questions:(1)What are the impacts of translanguaging pedagogy on the writing process of high school students in English?(2)What are the impacts of translanguaging pedagogy on the writing outcomes of high school students in English?The subjects were 46 senior high school students in Huangshi City,Hubei Province.They accept the teaching approach of translanguaging used by the teacher with many years of teaching experience and then carry out English writing.In each writing class,the subjects read,discuss and write according to the topics designated by the teacher.The researcher recorded the whole class and conducted semi-structured interviews with students about their writing process after the class.This study uses quantitative analysis as the main method of research,supplemented by qualitative analysis,to explore and answer the question of what impacts the translanguaging pedagogy has on high school students’ English writing.When discussing the influence of translanguaging pedagogy on senior high school students’ English writing process,the first step is to conduct classroom observation to ensure that the teacher uses the translanguaging pedagogy for teaching,and records teachers’ and students’ classroom conversations.Secondly,semi-structured interviews with students after class will be used to understand whether there is any impact on students’ pre-writing discussion and writing thinking and attitudes towards translanguaging in the classroom.In the analysis of the impact of translanguaging pedagogy on senior high school students’ English writing results,the analytic rating scale for English writing scores will be used to score the content,grammar,vocabulary,writing skills,and organizational structure of students’ writing texts,and compare whether there were significant differences in students’ writing scores before and after the translanguaging pedagogy.Based on the above research,the following conclusions can be drawn:(1)The translanguaging pedagogy has an impact on senior high school students’ English writing process.The impacts are as follows:(1)The translanguaging pedagogy enlivens students’ pre-writing discussions and increases students’ oral output;(2)The translanguaging pedagogy conforms to the students’ thinking of English writing and changes their original writing steps;(3)Most of the students in the study have a positive attitude towards the translanguaging in the classroom.(2)Through the statistical analysis,it is found that translanguaging pedagogy has an impact on senior high school students’ English writing results.The students’ writing scores have improved in terms of content,grammar,vocabulary,writing skills,and organizational structure after the teaching of translanguaging.The findings of this study demonstrate the impact of translanguaging pedagogy on the writing process and writing outcomes of high school students,and may provide future researchers with some insights into how teachers can better use translanguaging pedagogy in their teaching and how students can make good use of translanguaging for learning.