The findings open up discussions on how writing tools and language strategies could also be implemented in national tests.

– “Students suddenly became interested in which languages their classmates spoke, and the difference in status between languages disappeared,” says Tina Gunnarsson.

The study is based on a classroom intervention consisting of six lessons in Grade 9, with 48 multilingual students taking part. They received instruction in essay writing using a variety of tools – both digital and physical – and were allowed to switch freely between all their languages during the writing process.

The results show that translanguaging not only strengthened students’ confidence and writing skills, but also contributed to a more inclusive classroom environment. A key conclusion is that access to writing tools and the possibility of using all languages can be crucial for students’ performance in high-stakes tasks, such as national tests. Gunnarsson argues that it is time to discuss whether the same opportunities should be available in English as already exist in Swedish.

– “Many students said they used the writing tools less than expected, since simply knowing they were available increased their trust in their own ability. That sense of security in itself became a form of support,” says Tina Gunnarsson.

About the thesis
Title: Affordances and Limitations of Translanguaging and Writing Tools: A Study of Emergent Multilingual Students’ Writing in EFL
Read the full thesis here.