ABSTRACT
One of the major challenges for designers of academic literacy programmes is to accommodate culturally and linguistically diverse student groups. Against a multilingual backdrop, this chapter looks at how pre-service student teachers use their translanguaging in search of what is good writing. This chapter will demonstrate the ways in which the pre-service teachers harness their home language and use it to make meaning in their writing. This chapter embarks on the challenges that multilingual students face while writing. The aim of this chapter will be to aid our future teachers in making them mindful of what may be defined as good writing and show them how they can lean on their home language to aid them in teaching academic writing. The implication of this chapter is to make pre-service student teachers cognizant of the importance of writing efficiently and hopefully encourage them to progress towards finding methods to help improve learners’ writing skills.
