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This qualitative study utilizes a heteroglossic perspective and discourse analysis methodology to examine why and for what purposes three Korean-American third-graders engaged in translanguaging practices while writing in a Korean heritage language (HL) classroom in the U.S. translanguaging refers to bilingual speakers' natural strategy when they utilize their full language linguistic repertoires from their two languages. In performing the analysis of translanguaging purposes, I categorizedoi:10.17265/1539-8080/2020.04.003 fatcat:wubzrl35l5bdfbtpdphswwlsom