A Conceptual Model of Translanguaging in Writing

Havva Zorluel Özer, Sinop University

This theory-oriented presentation aims to accomplish three goals: 1) It conceptualizes translanguaging based on the works of Ofelia Garcia and her colleagues as well as other prominent scholars with contributions to translanguaging theory and practice. It explains what the concept of translanguaging refers to and in what ways it overlaps with and differs from the notions of codeswitching and codemeshing, two concepts that are occasionally mentioned in the same breath as translanguaging in the literature and presents a translanguaging model that is developed to outline the concept of translanguaging in relation to codeswitching and codemeshing approaches. 2) The presentation demonstrates how translanguaging applies to practice in the context of writing. Although translanguaging originally emerged as a concept to explain the phenomenon of verbal interactions between students and students/teachers in dual-language classrooms, the term increasingly became recognized to describe language practices in writing as well. To demonstrate the translanguaging practice in writing, the presentation provides examples of translanguaged texts from the literature and the author’s own writing. 3) Reviewing the extant literature, the presentation outlines the three trajectories of translanguaging research in the context of writing      -translanguaging in digital, K-12, and college writing-, draws implications for literacy and language education, and suggests áreas for future research. The presentation therefore benefits the literacy and language educators by providing a critical understanding of a theory-laden languaging practice that is happening in every classroom.