Cover not available

Article In: AILA Review: Online-First Articles

Translation technology, translanguaging and transknowledging in multilingual students’ academic writing

 | Adelaide University
 | Adelaide University
This content is being prepared for publication; it may be subject to changes.
Abstract
This article draws attention to the centrality of translation in multilingual pedagogies that include translanguaging and transknowledging with higher education (HE) students in English Medium Instruction (EMI) institutions. At a perplexing time when AI technologies advance, this article provides a background to earlier (southern) research on multilingualisms in education, including the use of human language translation technologies to increase epistemic access to academic texts predominantly written in English. We specifically draw a distinction between more northern perspectives of translanguaging and more southern perspectives that emphasise the central and explicit role of translation in ‘vertical’ translanguaging and ‘transknowledging’. We follow this with a close discussion of a micro-study, the purpose of which is to offer insight into how Chinese-speaking multilingual students engage with academic texts in English through their own human capacity for translation and in interaction with machine translation (MT) and post-editing (PE) of MT to enhance their academic writing ( (2024). An investigation of the potential of machine translation and post-editing to advance students’ learning of Chinese and English languages in higher education [Doctoral dissertation, University of South Australia]. [URL]). In so doing we connect this study to earlier research, pedagogical interventions and theorisation of vertical translanguaging and transknowledging (Heugh, K., Li, X., & Song, Y. (2017). Multilingualism and translanguaging in the teaching of and through English: rethinking linguistic boundaries in an Australian University. In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia-Pacific (pp. 259–279). Springer. Google Scholar logo with link to Google Scholar; Heugh, K., French, M., Arya, V., Pham, M., Tudini, V., Billinghurst, N., Tippett, N., Chang, L. C., Nichols, J., & Viljoen, J.-M. (2022). Multilingualism, translanguaging and transknowledging: Translation technology in EMI higher education. AILA Review, 35(1), 89–127. Google Scholar logo with link to Google Scholar).
Article outline
  • Introduction
  • Shifting the gaze southwards
  • South-South conversations
  • Setting the scene
  • Translation technology in source-based academic writing
  • Research methods
  • What the data reveal
    • Using MT and PE to help with comprehension and paraphrasing
    • Using MT and PE to improve paraphrased and summarised texts while reducing similarity
  • Discussion
  • Concluding remarks
  • Acknowledgements
  • Notes
  • Author queries
  • References
References (60)
References
Alidou, H., Boly, A., Brock-Utne, B., Diallo, Y. S., Heugh, K., & Wolff, H. E. (2006). Optimizing learning and education in Africa–the language factor. Paris: ADEA.Google Scholar logo with link to Google Scholar
Agnihotri, R. K. (1995). Multilingualism as a classroom resource. In Heugh, K., Siegrühn, A., & Plüddemann, P. (Eds.). Multilingual Education for South Africa, pp. 3–7. Heinemann Educational Books.Google Scholar logo with link to Google Scholar
(2014). Multilinguality, education and harmony. International Journal of Multilingualism, 11(3), 364–379. Google Scholar logo with link to Google Scholar
Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2023). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research, 27(4), 837–861. Google Scholar logo with link to Google Scholar
Allen, J. (2003). Post-editing. In H. Somers (Ed.), Computers and Translation (Vol. 35, pp. 297–318). John Benjamins. [URL].
Bamgboṣe, A. (2000). Language and exclusion: The consequences of language policies in Africa (Vol. 12). LIT Verlag Münster.Google Scholar logo with link to Google Scholar
Barkaoui, K. (2015). Test takers’ writing activities during the TOEFL iBT® writing tasks: A stimulated recall study. ETS Research Report Series, 2015(1), 1–42. Google Scholar logo with link to Google Scholar
Benson, C., & Plüddemann, P. (2010). Empowerment of bilingual education professionals: The training of trainers programme for educators in multilingual settings in southern Africa (ToTSA) 2002–2005. International Journal of Bilingual Education and Bilingualism, 13(3), 371–394. Google Scholar logo with link to Google Scholar
Bowker, L., & Ciro, J. B. (2019). Machine translation and global research: Towards improved machine translation literacy in the scholarly community. Bingley: Emerald Publishing. Google Scholar logo with link to Google Scholar
Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging. Cambridge University Press. Google Scholar logo with link to Google Scholar
Chang, L. C. (2022). Chinese language learners evaluating machine translation accuracy. JALT CALL Journal, 18(1), 110–136. Google Scholar logo with link to Google Scholar
(2024). An investigation of the potential of machine translation and post-editing to advance students’ learning of Chinese and English languages in higher education [Doctoral dissertation, University of South Australia]. [URL]
Connell, R. (2017). Southern theory and world universities. Higher Education Research & Development, 36(1), 4–15. Google Scholar logo with link to Google Scholar
Fardon, R., & Furniss, G. (Eds.). (1994). African languages, development and the state. Routledge.Google Scholar logo with link to Google Scholar
Gao, X., & Zheng, Y. (2019). Multilingualism and higher education in Greater China. Journal of Multilingual and Multicultural Development, 40(7), 555–561. Google Scholar logo with link to Google Scholar
García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.Google Scholar logo with link to Google Scholar
García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Groves, M., & Mundt, K. (2021). A ghostwriter in the machine? Attitudes of academic staff towards machine translation use in internationalised Higher Education. Journal of English for Academic Purposes, 50, 100957. Google Scholar logo with link to Google Scholar
Heine, B. (1977). Vertical and horizontal communication in Africa. Africa Spectrum, 12 (3), 231–238. [URL]
Heller, M. (2007). Bilingualism as ideology and practice. In Bilingualism: A social approach (pp. 1–22). Palgrave Macmillan UK. Google Scholar logo with link to Google Scholar
Heugh, K. (2015). Epistemologies in multilingual education: Translanguaging and genre — companions in conversation with policy and practice. Special Issue, Language and Education. 29 (3): 280–285. Google Scholar logo with link to Google Scholar
(2021). Southern multilingualisms, translanguaging and transknowledging in inclusive and sustainable education. In P. Harding-Esch & H. Coleman (Eds.), Language and the sustainable development goals (pp. 37–47). British Council.Google Scholar logo with link to Google Scholar
(2025a). EMI, Cognitive capture and decoloniality. In Mirhosseini, S-A., & De Costa, P. I. (Eds). Critical English medium instruction in higher education, 215–231. Cambridge University Press. Google Scholar logo with link to Google Scholar
(2025b). Heugh, K. (2025). Southern multilingualisms and transknowledging: towards restoring plurality in applied linguistics and education. Applied Linguistics Review. Google Scholar logo with link to Google Scholar
(2025c). Translanguaging and transknowledging: equalising access, inclusion and future opportunities for all students. Presentation for the South Australian Department of Education Literacy Summit, 28 February.
Heugh, K., Siegrühn, A., & Plüddemann, P. (Eds.). Multilingual education for South Africa. Heinemann Educational Books.
Heugh, K., Benson, C., Bogale, B. & Gebre Yohannes, M. A. (2007). Final report: Study on medium of instruction in primary schools in Ethiopia. Commissioned by the Ministry of Education, Ethiopia and UNDP.Google Scholar logo with link to Google Scholar
Heugh, K., French, M., Arya, V., Pham, M., Tudini, V., Billinghurst, N., Tippett, N., Chang, L. C., Nichols, J., & Viljoen, J.-M. (2022). Multilingualism, translanguaging and transknowledging: Translation technology in EMI higher education. AILA Review, 35(1), 89–127. Google Scholar logo with link to Google Scholar
Heugh, K., Li, X., & Song, Y. (2017). Multilingualism and translanguaging in the teaching of and through English: rethinking linguistic boundaries in an Australian University. In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia-Pacific (pp. 259–279). Springer. Google Scholar logo with link to Google Scholar
Hirvela, A., & Du, Q. (2013). “Why am I paraphrasing?”: Undergraduate ESL writers’ engagement with source-based academic writing and reading. Journal of English for Academic Purposes, 12(2), 87–98. Google Scholar logo with link to Google Scholar
Jakobson, R. (2021). On linguistic aspects of translation. In L. Venuti (Ed.), The translation studies reader (4 ed., pp. 156–161). Routledge. Google Scholar logo with link to Google Scholar
Makalela, L. (2016). Ubuntu translanguaging: An alternative framework for complex multilingual encounters. Southern African Linguistics and Applied Language Studies, 34(3), 187–196. Google Scholar logo with link to Google Scholar
Makoni, S. (Ed.). (2003). Black linguistics: Language, society, and politics in Africa and the Americas. Psychology Press.Google Scholar logo with link to Google Scholar
May, S. (Ed.). (2013). The multilingual turn: Implications for SLA, TESOL, and bilingual education. Routledge. Google Scholar logo with link to Google Scholar
Moneus, A. M. & Sahari, Y. (2024). Artificial intelligence and human translation: A contrastive study based on legal texts. Heliyon, 10(6), e28106. Google Scholar logo with link to Google Scholar
Mohanty, A. K. (2018). The multilingual reality: Living with languages (Vol. 16). Multilingual Matters. Google Scholar logo with link to Google Scholar
Ndebele, H. (2022). Exploring the challenges of information and communication technology localization in South African higher education: a language management approach. International Journal of Multilingualism, 19(3), 368–382. Google Scholar logo with link to Google Scholar
Neumann, H., Leu, S., & McDonough, K. (2019). L2 writers’ use of outside sources and the related challenges. Journal of English for Academic Purposes, 38, 106–120. Google Scholar logo with link to Google Scholar
Nhlapo, J. M. (1945). Nguni and Sotho: A practical plan for the unification of the South African Bantu languages. African Bookman.Google Scholar logo with link to Google Scholar
Obanya, P. (1999). Popular fallacies on the use of African languages in education. Social dynamics, 25(1), 81–100. Google Scholar logo with link to Google Scholar
Ortega, L. (2017). New CALL-SLA research interfaces for the 21st century: Towards equitable multilingualism. CALICO Journal, 34(3), 283–316. [URL].
Pattanayak, D. P. (Ed.). (1990). Multilingualism in India (No. 61). Multilingual Matters.Google Scholar logo with link to Google Scholar
Reeves, C., Heugh, K., Prinsloo, C P., Macdonald, C., Netshitangani, T., Alidou, H., & Diedericks, G. (2008). Evaluation of literacy teaching in the primary schools of the Limpopo Province. Pretoria: Human Sciences Research Council.Google Scholar logo with link to Google Scholar
Safari, F., & Ahmadi, A. (2025). L2 learners’ challenges in integrated writing tasks: Implications for writing teachers and developers of diagnostic assessments. The Language Learning Journal, 53(1), 53–70. Google Scholar logo with link to Google Scholar
Shi, L., & Dong, Y. (2018). Chinese graduate students paraphrasing in English and Chinese contexts. Journal of English for Academic Purposes, 34, 46–56. Google Scholar logo with link to Google Scholar
Singh, M. K. M. (2019). International graduate students’ academic writing practices in Malaysia: Challenges and solutions. Journal of International Students, 5(1), 12–22. [URL]
Song, Y., & Lin, A. M. (2025). From translanguaging to transknowledging: decolonizing knowledge production in applied linguistics. Applied Linguistics Review. Google Scholar logo with link to Google Scholar
Stroud, C. (2001). African mother-tongue programmes and the politics of language: Linguistic citizenship versus linguistic human rights. Journal of Multilingual and Multicultural development, 22(4), 339–355. Google Scholar logo with link to Google Scholar
Tajik, M. A., Abdul Manan, S., Arvatu, A.-C., & Shegebayev, M. (2022). Growing pains: Graduate students grappling with English medium instruction in Kazakhstan. Asian Englishes, 1–19. Google Scholar logo with link to Google Scholar
Trenkic, D., & Warmington, M. (2019). Language and literacy skills of home and international university students: How different are they, and does it matter? Bilingualism: Language and Cognition, 22(2), 349–365. Google Scholar logo with link to Google Scholar
Tsai, S.-C. (2022). Interactive academic EFL writing assisted by GT for Chinese non-English major students. In J. Qin & P. Stapleton (Eds.), Technology in Second Language Writing (pp. 10–27). Routledge. Google Scholar logo with link to Google Scholar
Tsou, W., Lin, A. M., & Chen, F. (2024). Co-journeying with ChatGPT in tertiary education: Identity transformation of EMI teachers in Taiwan. Language, Culture and Curriculum, 37(4), 529–543. Google Scholar logo with link to Google Scholar
van Huyssteen, G. B., Puttkammer, M., McKellar, C., & Griesel, M. (2023). Translation technology in South Africa. In Routledge encyclopedia of translation technology (pp. 373–383). Routledge. Google Scholar logo with link to Google Scholar
Li, W., & García, O. (2022). Not a first language but one repertoire: Translanguaging as a decolonizing project. RELC journal, 53(2), 313–324. Google Scholar logo with link to Google Scholar
Wette, R. (2017). L2 undergraduate students’ learning to write using sources: A trajectory of skill development. In J. Bitchener, N. Storch, & R. Wette (Eds.), Teaching writing for academic purposes to multilingual students: Instruction approaches, (pp. 99–112). Routledge. Google Scholar logo with link to Google Scholar
Widdowson, H. G. (2014). The role of translation in language learning and teaching. In J. House (Ed.), Translation: A multidisciplinary approach (pp. 222–240). Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Williams, C. (1996). Secondary education: Teaching in the bilingual situation. In C. Williams, G. Lewis, & C. Baker (Eds.), The language policy: Taking stock (pp. 39–78). UK:CAI Language Studies Centre.Google Scholar logo with link to Google Scholar
Windle, J., Heugh, K., French, M., Armitage, J., & Chang, L. C. (2023). Reciprocal multilingual awareness for linguistic citizenship. Language Awareness, 32(4), 582–599. Google Scholar logo with link to Google Scholar
Yu, R., & Jiang, L. (2025). Exploring patterns of AI-powered machine translation use in second language writing: a translanguaging perspective. Computer Assisted Language Learning, 1–27. Google Scholar logo with link to Google Scholar
Zhou, S., Zhao, S., & Groves, M. (2022). Towards a digital bilingualism? Students’ use of machine translation in international higher education. Journal of English for Academic Purposes, 60, 101193. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 jbe-platform.quadraat-sans-bold jbe-platform.quadraat-sans-bold-dark jbe-platform.quadraat-sans-bold-light jbe-platform.quadraat-sans-bold prag Twitter_Logo_Blue