CURRICULUM
SUPPORTING MULTILINGUAL LANGUAGE LEARNERS: TRANSLANGUAGING
Did you know that approximately 30 percent of students in Ontario’s English- language schools speak a first language other than English? English language learners (ELLs) may be born in Canada or may arrive to Canada as newcomers. As highlighted in Building Better Schools, ETFO strongly advocates that the govern- ment increase supports and revise grants to ensure programs for English Language Learners (ELLs) respond to current needs. Linguistic diversity enhances our class-
rooms and our practice. More and more educators and researchers have expanded terminology to describe these learners. For example, multilingual language learners (MLLs) is a term that supports an asset perspective highlighting the linguistic re- sources learners bring to the classroom. Over the years, ETFO has developed re-
sources with members to support members working with MLLs. Tis fall, look out for a new series! Tese professional learning resources will include practical strategies for your practice on such topics as first language, program adaptations, collabora- tion and co-teaching as well as supporting early reading. In this edition of Voice, we highlight
key ideas from Supporting Multilingual Language Learners: Translanguaging. Tese ideas for day-to-day practice are beneficial for student learning and well- being. Translanguaging also supports the idea of building shared linguistic power within the learning community. Tis new resource series is available to members as a free download at
etfo.ca.
WHAT IS TRANSLANGUAGING? T 32 ETFO VOICE | FALL 2023 ETFO VOICE | FALL 2023
ranslanguaging is the process of using all of our linguistic resources to understand and communicate (Garcia, 2009). Tese linguistic resources can
include using words, phrases, and sentences in different languages, alongside English, to communicate. For instance, a learner may substitute a word or phrase from their first language when writing or use both a first language and English to confirm under- standing with a peer or educator who also speaks the same language, or use a combi- nation of multiple languages, gestures, and expressions in small-group work conversa- tions with peers. An educator and learners might co-create a multilingual word wall that showcases vocabulary from students’ home languages. Each of these practices support learners’ thinking, learning, and communication. When educators provide instructional
translanguaging opportunities for multilin- gual language learners (MLLs), we honour and affirm their identities and ways of
knowing. When MLLs use translanguaging practices, they share and develop the linguis- tic skills, abilities, and practices that make up their linguistic repertoires, including English (Garcia & Wei 2014).
How might the languages of multilingual language learners (MLLs) be affirmed and lever- aged as a tool for learning in the classroom and school?
WHY IS TRANSLANGUAGING IMPORTANT?
Translanguaging practices offer instructional adaptations so that learners can engage in rich, complex, grade-level texts and tasks.
When educators support MLLs to use a personally affirming linguistic resource, such as a first language, it empowers MLLs to demonstrate their understanding in a manner that does not make full English proficiency a barrier.
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