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Multilingual students’ use of their linguistic repertoires while writing in L2 English

Gunnarsson, Tina LU (2019) In Lingua 224. p.34-50
Abstract

This article examines six multilingual students’ composing processes and language use while writing in L2 English. Four participants have two L1s: Swedish and either Bosnian (N = 2) or Macedonian (N = 2). The remaining two participants have Swedish as their L1. Building on an L2 composing model (Wang and Wen, 2002) and the theory of Language Mode (Grosjean, 2008), the study uses think-aloud data to examine participants’ use of their language repertoires while writing an essay in L2 English. Think-aloud data revealed that Swedish served as the base language of thought for four of the participants. The other two participants used mainly English and for a greater range of composing activities. Bosnian, a heritage language for two of the... (More)

This article examines six multilingual students’ composing processes and language use while writing in L2 English. Four participants have two L1s: Swedish and either Bosnian (N = 2) or Macedonian (N = 2). The remaining two participants have Swedish as their L1. Building on an L2 composing model (Wang and Wen, 2002) and the theory of Language Mode (Grosjean, 2008), the study uses think-aloud data to examine participants’ use of their language repertoires while writing an essay in L2 English. Think-aloud data revealed that Swedish served as the base language of thought for four of the participants. The other two participants used mainly English and for a greater range of composing activities. Bosnian, a heritage language for two of the participants, was used by one participant for context-specific idea-generation. The results suggest that multilinguals rely on their L1s vis-a-vis the target language for specific purposes when working individually on a complex task such as L2 writing. An elaboration of the Wang and Wen (2002) model revealed that English was used mainly to read the text being produced, whereas Swedish was used to comment on the writing process, to solve problems and to have an inner dialogue.

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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
L2 writing, Language Mode, Multilingualism, Think-aloud protocols
in
Lingua
volume
224
pages
34 - 50
publisher
Elsevier
external identifiers
  • scopus:85065083169
ISSN
0024-3841
DOI
10.1016/j.lingua.2019.03.007
language
English
LU publication?
yes
id
6b804a52-d3cf-4736-a3b0-3c5eac4c54db
date added to LUP
2019-05-17 11:48:47
date last changed
2020-01-13 01:48:59
@article{6b804a52-d3cf-4736-a3b0-3c5eac4c54db,
  abstract     = {<p>This article examines six multilingual students’ composing processes and language use while writing in L2 English. Four participants have two L1s: Swedish and either Bosnian (N = 2) or Macedonian (N = 2). The remaining two participants have Swedish as their L1. Building on an L2 composing model (Wang and Wen, 2002) and the theory of Language Mode (Grosjean, 2008), the study uses think-aloud data to examine participants’ use of their language repertoires while writing an essay in L2 English. Think-aloud data revealed that Swedish served as the base language of thought for four of the participants. The other two participants used mainly English and for a greater range of composing activities. Bosnian, a heritage language for two of the participants, was used by one participant for context-specific idea-generation. The results suggest that multilinguals rely on their L1s vis-a-vis the target language for specific purposes when working individually on a complex task such as L2 writing. An elaboration of the Wang and Wen (2002) model revealed that English was used mainly to read the text being produced, whereas Swedish was used to comment on the writing process, to solve problems and to have an inner dialogue.</p>},
  author       = {Gunnarsson, Tina},
  issn         = {0024-3841},
  language     = {eng},
  pages        = {34--50},
  publisher    = {Elsevier},
  series       = {Lingua},
  title        = {Multilingual students’ use of their linguistic repertoires while writing in L2 English},
  url          = {http://dx.doi.org/10.1016/j.lingua.2019.03.007},
  doi          = {10.1016/j.lingua.2019.03.007},
  volume       = {224},
  year         = {2019},
}