A Theoretical Review of Translanguaging and The Teaching and Learning Cycle and Its Implication on The Development of Chinese First-Year University Students' Argumentative Writing Ability

Abstract

This theoretical review explores the integration of translanguaging and the Teaching and Learning Cycle (TLC) as complementary frameworks for developing argumentative writing skills in multilingual learners, particularly first-year Chinese university students. Translanguaging allows students to use their linguistic repertoire, drawing on their native language and English, to enhance cognitive engagement, critical thinking, and comprehension. The TLC provides a scaffolded approach to writing instruction, guiding students through stages such as building background knowledge, joint construction, and independent writing. Together, these approaches foster a more inclusive and flexible learning environment, helping students navigate the complexities of argumentative writing in a second language. By integrating translanguaging into each stage of the TLC, students are empowered to produce more coherent, persuasive essays while developing metacognitive awareness of their language use. The paper concludes with pedagogical implications and best practices for teachers to implement these frameworks in teaching argumentative writing.