Translingual pedagogies have been proposed and implemented to respond to the increasing linguistic and cultural diversity in today’s classrooms. However, the findings of translingual pedagogies on English as an additional language (EAL) writing vary from facilitating to undermining teaching and learning. To understand the empirical landscape of this young and fast-growing research area, I systematically reviewed 62 studies with a research synthesis method to explore what translingual activities have been implemented and how they have impacted EAL writing teaching and learning (including both K-12 and post-secondary contexts). The findings reveal that various translingual activities, such as self-reflective writing and literacy narrative, have been enacted in EAL writing teaching and learning. These activities have been practiced in different ways based on different rhetorical situations. The results show that translingual pedagogies can complement currently practiced EAL writing pedagogies, increase EAL student writers’ awareness of English monolingualism, facilitate EAL writing teaching in different rhetorical situations, engage students in learning activities, and help view codemeshing as a matter of agency in EAL writing teaching and learning. Despite these benefits, there are some challenges to implementing translingual pedagogies, such as teachers’ and students’ concerns about codemeshing in high-stakes writing, the lack of teacher education and guidance in translingual pedagogies and practices, and the exclusion of some linguistically minoritized students. In sum, translingual pedagogies can enrich EAL writing teaching and learning, albeit with some challenges.

已经提出并实施了跨语言教学法，以应对当今课堂上日益增长的语言和文化多样性。然而，跨语言教学法对英语作为附加语言 (EAL) 写作的研究结果各不相同，从促进到破坏教学和学习。为了了解这个年轻且快速发展的研究领域的实证前景，我使用研究综合方法系统地回顾了 62 项研究，以探索已经实施的跨语言活动以及它们如何影响 EAL 写作教学（包括 K-12 和高等教育背景）。研究结果表明，在 EAL 写作教学和学习中已经制定了各种跨语言活动，例如自我反思写作和读写叙述。这些活动已根据不同的修辞情况以不同的方式进行。结果表明，跨语言教学法可以补充目前实践的 EAL 写作教学法，提高 EAL 学生作家对英语单语的意​​识，促进不同修辞情况下的 EAL 写作教学，让学生参与学习活动，并有助于将代码网格化视为 EAL 中的代理问题写作教学和学习。尽管有这些好处，但实施跨语言教学法仍存在一些挑战，例如教师和学生对高风险写作中的代码网格化的担忧，跨语言教学法和实践中缺乏教师教育和指导，以及排斥一些语言少数族裔的学生. 总共，