Perceptions and practices of translanguaging in academic writing: insights from Saudi multilingual learners and their instructor

This study investigates how college-level Saudi multilingual learners (MLLs) engage in translanguaging practices while composing academic English texts. Through qualitative methods, including classroom observations and semi-structured interviews, the study examines students’ critical reflections on using Arabic in their English writing, the strategies they employ, and their justifications for utilizing their linguistic repertoires. Findings reveal that students frequently engage in Arabic-to-English translation, brainstorming in Arabic, and selective notetaking in Arabic to enhance their writing process. They report that these strategies help them construct meaning, develop confidence, and overcome challenges in L2 writing. Additionally, the study highlights the significant role of teachers in shaping students’ attitudes toward translanguaging by either encouraging or restricting the use of their home language. The findings suggest that adopting a translanguaging approach in academic writing instruction can foster greater inclusivity and linguistic flexibility, ultimately supporting students’ development as proficient multilingual writers.