With increasing interest in a translingual approach to writing studies, a considerable amount of empirical research has been conducted to investigate how this approach can affect writing practice and pedagogy. This article reports on 42 empirical studies on a translingual approach to writing and discusses the approach’s implications for teaching writing in English as an additional language (EAL). The results reveal that a translingual approach has been enacted in various contexts with diverse writer groups and for different research foci. The findings show that a translingual approach that advocates for writer agency, languages other than English as resources rather than impediments, heterogeneity as the norm in the classroom, and a challenge to English monolingualism (1) brings more ideological discussions to the teaching of EAL writing, (2) enriches written feedback studies with more negotiation of unconventional language use, and (3) facilitates EAL writing instruction and learning through viewing oral genres as resources for written genres. Nevertheless, the findings also indicate the need for caution (such as balancing language norms and deviations rather than resisting the norms and crossing rather than flattening language differences) in adopting a translingual approach to EAL writing.

中文翻译：

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制定跨语言写作方法

随着对跨语言写作研究方法的兴趣日益浓厚，已经进行了大量实证研究来调查这种方法如何影响写作实践和教学法。本文报告了关于跨语言写作方法的 42 项实证研究，并讨论了该方法对英语作为附加语言 (EAL) 写作教学的影响。结果表明，跨语言方法已经在不同的作家群体和不同的研究重点的各种背景下制定。研究结果表明，倡导作家代理、英语以外的语言作为资源而非障碍、课堂中的异质性作为规范以及对英语单一语言的挑战（1）的跨语言方法为EAL写作教学带来了更多的意识形态讨论, (2) 通过对非常规语言使用的更多协商来丰富书面反馈研究，以及 (3) 通过将口语体裁视为书面体裁的资源来促进 EAL 写作教学和学习。尽管如此，研究结果也表明在采用跨语言方法进行 EAL 写作时需要谨慎（例如平衡语言规范和偏差而不是抵制规范和跨越而不是扁平化语言差异）。