Translanguaging

What is it?

Translanguaging is the practice of switching between languages as needed. When students “translanguage,” they may be listening to something in one language, processing it internally in another language, and then producing work in one or both languages. It’s actually an impressive skill to be able to translanguage and is something that should be used as a tool rather than seen as a weakness (MuDiLe, 2017). While I plan on teaching ELA (English Language Arts), I also plan on pursuing a degree in teaching English Language Learners (ELLs). While using a strategy like translanguaging might make more sense in an ELL classroom, it can also be valuable in core classes so bilingual students can feel more included and comfortable in learning the material. Students that were exclusively in ELL classes may have a hard time transitioning to core classes, and allowing translanguaging in the classroom can promote learning. If a student can successfully manage two or more languages, then their ability to solve problems and think critically will develop (Wagner, 2016).

How will I use it in my classroom?

An example of how I could use it in class is to have students read an article about a current issue in our society as well as watch a news clip that relates to the issue (both will be in English). Each student would then write their thoughts in their native language to help process the information. Next, students will turn to a shoulder buddy and discuss, in the language of their choice (if both students speak the same second language), what they thought about the issue. Students will then return to their notebooks and write a persuasive short paragraph or two, again in their language of choice, on why they would take a stand for or against the issue. After matching up pairs of students with the same views, together they will write a collaborative persuasive essay in English, trying to convince the reader to see their side. This type of task allows students to switch between languages as needed and ultimately gives me the same product, though strengthened through the use of translanguaging. If I force students to only process and write the information in English, their responses in their notebooks may not have been as deep and complex as it can be when they’re allowed to express their opinions in their own language. Sometimes ELL students get so caught up in looking up definitions and translations or trying to get something grammatically correct that they miss the critical thinking part of a task.

Sources:

[MuDiLe 2017]. (2017, October 11). Ofelia Garcia – translanguaging [Video File]. Retrieved from https://www.youtube.com/watch?v=5l1CcrRrck0.

Wagner, C. J. (2016). Teaching Young Dual Language Learners to be Writers: Rethinking Writing Instruction Through the Lens of Identity. Journal of Education, 196(1), 31-40.