Beyond Monolingual Practices in Multilingual Writing Context: The role of Multilingual Practices in Sociocultural Dialoguing

Abstract

This study aimed at exploring how multilingual practices in sociocultural dialoguing may affect learners’ acquisition of composition process. It draws on audio recorded and written excerpts data collected in 3rd grade (16-year-olds) composition class in a private secondary school. It used sociocultural discourse analysis to analyze peer–peer dialoguing and therefore explore how multilingual practices scaffold learners as they participate in composing. The results showed that multilingual practices based on sociocultural dialoguing played an important role in students’ composition development.