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Article published In: Translanguaging and Multimodality
Edited by Qi Zhang
[Chinese Language and Discourse 15:2] 2024
► pp. 218–243

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Translanguaging learning strategies (TLS)

A novel proposal from learning Chinese

ORCiD logo with link | Dublin City University
 | University College Dublin
 | Bath University
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Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Open Access publication of this article was funded through a Transformative Agreement with Dublin City University.

Published online: 3 September 2024
DOI logo with link
https://doi.org/10.1075/cld.24005.zha
Abstract
Using the think-aloud protocol (TAP), the study investigates the strategies used by beginner and pre-intermediate learners of Chinese when studying Chinese characters through typing. Drawing on concepts from translanguaging, embodiment and LS (learning strategies), a novel notion of translanguaging learning strategies (TLS) and an innovative typology of TLS were proposed. The study found that the pre-intermediate group tended to resort to TLI (translanguaging interdependency) and IE (imagined embodiment) more often than the beginners. TLS for typing were also compared with those for handwriting. While CFL learners mainly relied on HE (haptic embodiment) when typing to learn, a wider range of TLS, including IE, TLI and TSI (trans-semiotising interdependency), were drawn from during handwriting. As a pioneer in situating learning strategies in a translanguaging framework, the study calls for further empirical research to validate the proposal of TLS and its typology.
Article outline
  • 1.Introduction: Shifting from handwriting to typing
  • 2.Literature review
    • 2.1Learning strategies (LS) definition
    • 2.2LS research for learning Chinese
  • 3.Translanguaging learning strategies (TLS)
  • 4.Methodology
    • 4.1Think-aloud protocol (TAP)
    • 4.2Participants and procedure of the study
  • 5.Data analysis
    • 5.1Embodied TLS
    • 5.2Coding the data
  • 6.Discussion
  • 7.Limitation
  • 8.Conclusion
  • References
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