(2024) Exploring multilingual learners’ writing practices during an L2 and an L3 individual writing task
For many students, writing is a challenging task. For students who have knowledge of multiple languages, to what extent does accessing these multiple language sources complicate/alleviate the writing process?
- When learning an additional language, what are the arguments against using a monolingual education model?
- When doing a writing task, in what ways do learners activate knowledge of their entire language repertoire?
- What do students say about using their L1 knowledge when writing in their additional non-native languages?
- To what extent did the participants’ interview data support the idea that knowledge about writing transcends language-specific knowledge (e.g., vocabulary, grammar, syntax)?
- Implications for classroom
- Conclusion
- References
- Further informations
- Lien vers la publication originale ou la référence bibliographique
When learning an additional language, what are the arguments against using a monolingual education model?
Over the last decade, in the field of language teaching and education, we have observed an important shift towards a multilingual/plurilingual model of education (Payant & Galante, 2022). This shift has challenged monolingual ideologies that promote the idea that speaking/using only one language is the norm. Such ideologies tend to exclude and disempower speakers of other, non-dominant languages. Ideologies hold considerable power in our societies but lack a basis in scientific theory; instead, they are personal or group beliefs that become normalized through discourse practices.
For many years, educators have perpetuated monolingual ideologies through popularized teaching approaches (e.g., audiolingualism, direct method, communicative language teaching). When learning about these approaches, teacher candidates are encouraged to ban the use of the L1 in the classroom or minimize its use to maximize the use of the target language only. However, robust evidence suggests that learners activate their entire language repertoire when learning a new language (Piccardo, et al, 2022). Indeed, when learning a new language, it is natural to make cross-linguistic connections (Ballinger et al, 2020) since our language-related knowledge naturally interacts and influences how we make sense of our environments.
Instead of disregarding knowledge of other languages, current research encourages the mindful and strategic use of multiple language knowledge to understand and learn additional languages. Embracing this plurilingual perspective challenges target-language-only policies and practices.
When doing a writing task, in what ways do learners activate knowledge of their entire language repertoire?
A plurilingual approach to language teaching and learning is applicable to various language skills, including writing (Cenoz & Gorter, 2022; Payant & Kim, 2022). Research on the activation of the language repertoire for writing tasks initially focused on bilingual learners. This line of research examined how writers utilized their L1 during L2 writing tasks. It was observed that the L1 served important functions, such as L1 use for generating ideas, providing self-instructions, and making metacomments thus supporting writers. The extent of L1 use varied widely among writers and was influenced by the nature of the writing task.
Recent scholarship has expanded to include multilingual/plurilingual writers, addressing writing practices (Ballinger et al., 2020). Among these writers, significant variation exists across individuals, and what appears to influence the extent of plurilingual language mediation is not the writer’s proficiency in any single language, but rather their overall writing abilities.
Since writing is inherently a plurilingual activity, our goal should be to help students comprehend the writing process, thereby fostering the development of their overall language skills.
What do students say about using their L1 knowledge when writing in their additional non-native languages?
In our 2020 study, we worked with university-level plurilingual students who identified Spanish as their native language. The goal of the study was to examine how they drew on their plurilingual repertoire when writing in English and French, languages they started studying as young adults. Although each participant had varying proficiency levels, they all had received formal language instruction about writing in both French and English. To study how they drew on their language repertoire, they completed two writing tasks: an argumentative essay in French and another in English. Immediately after each writing task, we conducted a stimulated recall interview. This type of interview proved useful for accessing their thoughts during the task. To help their recall, we reviewed the essay they had just written and prompted them to describe their thoughts at specific points, such as when they were composing a new sentence or pausing to reflect.
Our findings indicated that they utilized both the language of the writing task and their dominant language, Spanish, to generate and develop ideas. When discussing her language(s) of thought while completing the French task, Isabela shared the following insights: “In fact, I wasn’t sure how to develop my idea…. I thought a lot in English…. Yes, because there, I was really blocked…. And I had to think at one point in English and then I had to think in Spanish because I was not able to really organize my ideas.” Some participants also noted how adopting a plurilingual strategy led them to write with greater ease. For instance, Alicia mentioned how using Spanish (her L1) allowed her maintain focus on the idea she wanted to convey: “I don’t let it block me…. I try to not see the L1 as an enemy but as a resource. It can help me…I decided to use Spanish because I doubted myself a little bit because if I continued to think about the conjugation, I was going to lose my ideas. So, I put it in Spanish.”
These findings hold significant meaning. Writing can be daunting; therefore, it is helpful to remind students that instead of fixating on thinking in the target language while facing a blank page, it may be more productive to focus on generating ideas and organizing them coherently by tapping into their plurilingual knowledge.
To what extent did the participants’ interview data support the idea that knowledge about writing transcends language-specific knowledge (e.g., vocabulary, grammar, syntax)?
We understand that students’ overall writing proficiency strongly predicts their success across different languages. This can be attributed to their grasp of writing concepts, particularly genre knowledge—the understanding of text types specific to various discourse communities, including typical conventions, structures, and rhetorical purposes.
In our study, we found that participants applied their genre knowledge to approach the writing tasks. For example, in the argumentative essay genre, participants demonstrated awareness of its macrostructure. When discussing the organization of the introduction, they emphasized the importance of introducing the topic and clearly stating their position.
Interestingly, some participants found previous writing instruction in English particularly helpful when writing the French essay. Gerardo clearly exemplified this: “When I did the English courses, they advised me to make an introduction that would get the readers’ interest, so they continue to read the text. For me, that is interesting. That is why I thought in English at this moment. I am more accustomed to thinking about the structures in English…. Spanish is more intuitive. So, to use Spanish in French is more difficult because I don’t know how to translate the structure to Spanish in French. But the English structures, I know them now”.
Developing genre knowledge can serve as a motivating plurilingual task in any writing course.
Implications for classroom
Multilingual/plurilingual students have unique language-related knowledge and skills compared to monolingual students. Adopting a plurilingual perspective encourages these students to leverage insights gained from previous language-learning experiences rather than restricting language mediation (Payant & Galante, 2022). This study clearly demonstrated the benefits of a plurilingual repertoire, showcasing how students developed heightened language awareness. New and older forms of knowledge interacted in dynamic ways, and, in line with plurilingual orientations, we maintain that it is important to embrace learners’ entire repertoire to communicate knowledge. Therefore, in additional language writing-instruction contexts, creating opportunities for learners to produce the same genre in multiple languages (e.g., argumentative, narrative) can enhance their understanding of the writing process. This approach aligns with plurilingual orientations and promotes deeper engagement with writing across languages.
Conclusion
Writing is not a monolingual event and there is clear evidence that languages serve complementary functions during the writing process. As we reflect on our teaching practices, it is important that we consider ways to encourage learners to develop their writing skills by increasing their genre knowledge and to remind them that it is normal to tap into their rich language repertoire to create meaning.
References
Ballinger, S., Lau, S. M. C. & Quevillon Lacasse, Special issue on cross-linguistic pedagogy [Special issue]. The Canadian Modern Language Review, 76(4).
Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging and its application to language classes. RELC Journal, 53(2), 342-354.
Payant, C., & Galante, A. (Eds). 2022. Plurilingualism and translanguaging: Pedagogical approaches for empowerment and validation [Special issue]. TESL Canada Journal, 38(2).
Payant, C. & Kim, Y. (Eds). 2022. Writing Pedagogy with Linguistically Diverse Language Learners and Users: The Nexus of Multilingualism, Multiliteracies and Multimodalities [Special issue]. Canadian Journal of Applied Linguistics, 25 (3).
Piccardo, E., Lawrence, G., Germain-Rutherford, A., & Galante, A. (Eds.). (2022). Activating linguistic and cultural diversity in the language classroom. Cham, Switzerland: Springer
Further information
- Futurum: https://futurumcareers.com/can-embracing-plurilingualism-transform-education
- Plurilingual lab: www.mcgill.ca/plurilinguallab/resources
- Elodil: www.elodil.umontreal.ca
Lien vers la publication originale ou la référence bibliographique
Payant, C. (2020). Exploring multilingual learners’ writing practices during an L2 and an L3 individual writing task. Canadian Modern Language Review, 76(4), 313-334, https://www.utpjournals.press/doi/abs/10.3138/cmlr-2020-0030
