Writing Bilingually for Mono- and Bilingual Readers

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Yoko Sekigawa, Rikkyo University


In this paper I report the results of a study that examined the perceptions about and processes of bilingual writing by Japanese learners of English. Forty-six learners in freshman composition courses wrote a descriptive or opinion composition of 200-400 words in both English and Japanese. They later reflected on what linguistic and textual aspects they attended to when revising their bilingual documents in order to accommodate diverse readers. A careful analysis of the learners’ writings and comments revealed that they refined the documents by comparing the two languages and modified syntactic, lexical, and discursive forms by taking into account intelligibility for monolingual and bilingual readers. Moreover, learners’ awareness was raised as to the value of bilingual writing.