Transspråkingspedagogikk i et skriveprosjekt – språklig frihet og tekstlige kvaliteter

The paper discusses the overall research question How can translanguaging pedagogy create opportunities in a writing project? Translanguaging pedagogy means facilitating students’ use of all their languages, including mixing them. With this approach, newly arrived students can to a greater extent express themselves because they are not constrained to expressing themselves in the language of instruction only. However, translanguaging is more than scaffolding (García & Li Wei, 2014), it is a semiotic agility that enables multilingual creativity (Kalan, 2022). This paper therefore investigates not only what role the absence of linguistic constraints may play in the writing process (research question 1), but also how the use of multiple languages can contribute to the quality of the text (research question 2). The data is a rap text written by two lower secondary students in a reception class who participated in Lydrik(k), and an interview where they talk about their text and the writing process. The study confirms that translanguaging pedagogy is part of what enables the students’ creative writing flow (cf. Cummins, 2017). The study further finds that the use of multiple languages contributes to the quality of the text in the shape of rhymes in multiple languages and words from different languages that express certain nuances of meaning. Through the use of multiple languages, the students demonstrate linguistic surplus (Madsen, 2022), and that they communicate within a global community (Creely, 2020). Thus, the translanguaging pedagogy opens a number of opportunities in the students’ writing process and with regard to the final product. The paper considers the overall research question through a discussion of how the implemented translanguaging pedagogy in Lydrik(k) may have facilitated the student’s writing flow and the textual qualities in the final product.