Translanguaging, learner autonomy and out-of-class learning of Chinese: the case of Liebao

Abstract In contrast to a number of studies focusing on class-based translanguaging practices, this study presents a longitudinal case study of a Greek learner of Chinese as an additional language in out-of-class contexts, the second author of this paper, revealing her translanguaging practices during the process of her autonomous language learning. Specifically, we studied her posts on WeChat (a popular Chinese social media platform) and notes from her language learning diaries. We then, through content analysis, attempted to shed light on the learner’s use of translanguaging practices. The findings reveal that translanguaging plays a constructive role in facilitating the mobilization of the use of multiple semiotic resources, while it allows for the enhancement of the learner’s sense of belonging in a community of speakers of Chinese as an additional language. Through these approaches, the learner has developed the autonomy to take control for her own learning processes. We hope that this study can have ramifications that extent beyond the narrow scope of one Greek learner of Chinese and can function as a useful case within the broader area of the learning and teaching of Chinese as an additional language.