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Yuchen Hou

University of Canterbury, New Zealand

Fuyang Normal University, China

 

Tracey Millin

Ting Ma

University of Canterbury, New Zealand

 

Abstract

Research on translanguaging in Chinese university English-as-a-foreign language (EFL) writing classrooms has grown, yet much centres on perceptions or outcomes, with little attention to non-English major students’ language-in-use while composing. This study examines the linguistic features displayed by non-English majors in English writing classrooms implementing translanguaging, and how these features operate during writing. Two first-year classes at a Chinese university were observed: one translanguaging and one English-only, taught by the same instructor with identical content. The English-only class served as a comparative baseline. Drawing on videobased observations, findings indicate that students in the translanguaging class appropriated teacher modelling, moved from Chinese-mediated brainstorming to targeted English formulations, and consistently prioritised meaning-making over surface accuracy during writing analysis and planning. The study offers classroom-level insights and implications for English writing pedagogy in EFL contexts.

 

Keywords

Translanguaging, non-English majors, English writing, linguistic features