Translanguaging practices support learners to meet language demands in the classroom.


Tese demands include using subject- specific vocabulary and using language skills to understand and communicate. A multilingual learner can use a first language as a foundation upon which to build English proficiency to meet these language demands (Cummins, 2000). As educators support- ing translanguaging to build linguistic knowledge, we might support a student to use multiple linguistic resources, such as a first language or a mix of languages, to communicate subject-specific vocabulary or as guides to help them identify patterns in English.


Translanguaging practices are culturally responsive strategies that centre and affirm learners’ multilingual identities.


As culturally responsive educators, we can empower MLLs to use multilingual skills, abilities, and practices by drawing upon MLLs’ “funds of knowledge,” which include their skills, lived experiences, ways of knowing, and abilities (Moll et al., 2009). Translanguaging dismantles the hierar- chy of English over other languages and honours learners’ way of communicating in everyday life.


Translanguaging practices fos- ter a sense of student belong- ing and well-being at school and beyond.


PRACTICAL STRATEGIES FOR THE CLASSROOM Supporting MLLs through translan- guaging might look like:


Centring, validating, and celebrating MLLs’ diverse linguistic repertoires by encouraging multilingualism.


Examples include:


• school displays of the languages spoken in the school


• multilingual word walls with subject- specific vocabulary


• opportunities for learners to share their languages by presenting school announce- ments in multiple languages


• hosting a language showcase inviting members of the school community


Pairing a multilingual language learner with a language buddy who shares their language and provides opportunities for the pair to use their languages to share and learn vocabulary, content, and language skills from each other throughout the school day.


Offering differentiated tasks that empower MLLs to communicate in ways that maxi- mize their communicative potential.


• Use translation tools. For example, you may present material in English, and offer a tool to support the learner to translate the material into the learner’s preferred language. Te learner could also speak or type their response in their first pre- ferred language, which the educator can translate. For multilingual learners who are working towards proficiency in their first language or who may have significant


gaps in schooling that have impacted their language development, consider scaffold- ing learning by using oral language and speech-to-text where needed.


• Adapt programming to accept a range of student products and conversations by em- powering MLLs to demonstrate learning using a linguistic resource of their choice (e.g., summarizing a concept orally in their first language instead of in writing).


Modelling multilingualism as an asset that supports learning.


• (Co-) construct learning goals and success criteria that actively encourage learners to use linguistic resources of their choice (e.g., first languages) to communi- cate their learning.


• Model and scaffold by using your own shared linguistic repertoire in teaching and learning. For example, you may use a language you and learners share to communicate.


REFERENCES:


Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.


García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley/ Blackwell.


García, O., & Li Wei. (2014). Translanguag- ing: Language, bilingualism, and education. Palgrave Macmillan.


González, N., Moll, L., & Amanti, C. (Eds.). (2005). Funds of knowledge: Teorizing practices in households, communities, and classrooms. Routledge.


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