This article seeks to apply a case study to figure out how the bilinguals engage in their academic writing process. And I will call the practice that bilingual speakers try to make out his/her text by the term of “translanguaging”. In this study, I triangulated my data source by conducting semi-structured interviews, collecting my co-researchers’ process log and their writing materials. The finding of the study is that, when bilinguals try to make some writing practice, four factors that make influence on their linguistic repertoires: the native tongue/culture experience, the identity, the linguistic ideology, and the interaction with the Community of Participation(COP). To make further meaning of this article, I also try to make some pedagogical implications for Korean writing education.
1. 서론
2. 이론적 배경 및 선행 연구 검토
3. 연구 방법
4. 연구 결과 분석
5. 교육적 시사점
6. 결론
참고문헌