We first review recent scholarly debates concerning translation in English teaching. This article provides new insights into the nature of students’ translation practices in two such classrooms by combining multiple data sources that allow for both fine-grained analyses of textual and interactional moves (screen recordings, classroom audio recordings) and contextualization within longer term classroom practices and participant perspectives (field notes, interviews). The quality of individual translation practices arguably becomes especially important in linguistically diverse classrooms, where students rely on different linguistic repertoires to support their language learning, and the teacher typically cannot fully evaluate the content of students’ translations. In the midst of these scholarly debates, few studies have examined how students actually use translation as part of writing in English as an additional language (cf. However, researchers have also expressed concerns about the longer term benefits of using machine translation to support writing in an additional language (Fredholm, 2015, 2019 Garcia & Pena, 2011). In addition, the diffusion of digital technology has opened new opportunities for using translation to build on students’ linguistic repertoires in linguistically diverse classrooms (e.g., Vogel, Ascenzi–Moreno, & García, 2018). The reinstatement of translation can be seen as one expression of a broader trend of challenging monolingual approaches to English language teaching (Cook, 2010 Cummins, 2007 González Davies, 2014). 35) for some decades, translation has recently been revived as a tool for teaching and learning additional languages (Cook, 2010 González Davies, 2014 Källkvist, 2013 Tsagari & Floros, 2013 Wilson & González Davies, 2017). Since being “relegated to the dungeons of language teaching history” (Pennycook, 2008, p. IN TEACHING AND LEARNING ADDITIONAL languages, translation is both contested and unavoidable. We conclude that translation can develop students’ performative competence in ways that support their in-school English writing but also prepare them to encounter text in new contexts.
A translingual orientation toward writing and translation facilitates the recognition of students’ translation practices as alignment of ecological affordances with an integrated repertoire of semiotic resources across languages, modalities, and media. Despite these tensions, translation served as a key means of aligning students’ communicative resources to write in English as an additional language. The findings highlight the linguistic and mediational translation strategies that structured students’ translation practices during English writing, but also reveal tensions in students’ orientations to translation. Using linguistic ethnographic methods, the study combines multiple data sources (screen recordings, classroom audio recordings, language portraits, student texts, interviews) that provide detailed insights into translation moves and participant perspectives. This article provides new insights based on the translation practices of 22 newly arrived students in Norway during English writing instruction. However, few studies have examined how students use translation as part of writing in an additional language. Translation has recently been revived as an approach to language learning that builds on students’ linguistic repertoires, particularly in linguistically diverse classrooms.
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