Examining a multilingual learner's pair dynamics and translanguaging during collaborative writing tasks in a task-supported L3 classroom

Over the last decade, translanguaging has offered new insights into multilingual turn in the field of second language acquisition (Li Citation2018; Ortega Citation2017). However, the investigation of translanguaging practices in third language (L3) classrooms with adult language learners has been scarce. This study examined how a focal multilingual adult learner engaged in translanguaging while performing collaborative tasks with four different peers in a beginning-level Korean L3 classroom in the U.S. Participants shared three linguistic resources (Chinese, English, Korean) and their interaction data were coded for pair dynamics, translanguaging practices, and their functions. Findings revealed that the multilingual learner’s translanguaging practices varied across different pairs during collaborative tasks. When examining how translanguaging was used to accomplish task-specific functions (e.g. task management, content generation, language deliberation), distinct language choices emerged depending on the interaction pattern. The study suggests that these variations were associated with the nature of pair dynamics (e.g. expert-novice, dominant-dominant, collaborative). The results are discussed in light of implications for employing collaborative writing tasks that support translanguaging as a pedagogical resource in L3 task-based/supported classrooms.