Abstract
Although recent translanguaging studies have emphasized the pedagogical potential of translanguaging in various educational contexts, pedagogical translanguaging in multilingual writing at US universities remains little examined. This practitioner research investigated how pedagogical translanguaging in a multilingual writing class, comprising sixteen sophomores at a US research university, helped learners challenge monolingual ideologies and cultivate a critical awareness of linguistic rights and justice. The study used the Multimodalities/Entextualization Cycle framework during intervention. The data collected for this study include students’ reflections and critical discussions on CANVAS. This study coded the data with NVivo Plus and analyzed them thematically based on research questions about learners’ changing monolingual ideologies and their awareness of linguistic justice and rights. The data analysis shows that pedagogical translanguaging helped learners overcome their preconceived monolingual ideologies by fostering rhetorical sensibility and enhancing their critical awareness of linguistic justice. The results suggest that pedagogical translanguaging can be welcomed in multilingual writing classes when appropriate translanguaging materials are incorporated into pedagogical practices that educate learners about the practical values of translanguaging. The study contributes to the current scholarship that focuses on teachers’ pedagogical intervention designed to help multilingual learners challenge self-effacing attitudes toward and celebrate their linguistic and cultural resources.