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Allowing students the freedom to use L1 in Think-Pair-Share sessions to discuss their thoughts on the topic under study.

Give students keywords on the topic allowing them space to explain in L1, draw explanation diagrams and then definition in the target language.

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Sometimes students process in L1 but then struggle to transfer their deeper thinking to the target language when they lack the vocabulary.

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How do we measure or see students' growth in the target language by using translanguaging?

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How to balance use of L1 and target language when the teacher is multilingual and the students know it?

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I like that the goal is not policing, but that instead we should be thinking about welcome, safety and respect.

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“not aimed at policing innovative behaviours of the multilingual language user in Translanguaging Spaces but to effect change through facilitating, even encouraging, such behaviour”.  I like this!

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“not aimed at policing innovative behaviours of the multilingual language user in Translanguaging Spaces but to effect change through facilitating, even encouraging, such behaviour”.  I like this!

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"Greater Bay Area of China, an area that has witnessed fundamental and significant changes in economic, social, and political life before, during, and after Hong Kong and Macau’s colonial periods."  I'm glad that this is the background being used.

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"Greater Bay Area of China, an area that has witnessed fundamental and significant changes in economic, social, and political life before, during, and after Hong Kong and Macau’s colonial periods."  I'm glad that this is the background being used.

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When students are discussing in their L1 they can often express their ideas or thoughts more during this time. If the teacher doesn't speak the L1 of that student, what are the best ways to ensure that students actual understand that skill or concept instead of having misconceptions that might not be shared when they speak in the L2 to the whole group.

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The goal of learning a new language is not to forget your L1 but to integrate it with your L1.

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The goal of learning a new language is not to forget your L1 but to integrate it with your L1.

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I think the goal to understand a text on a deeper level being more important than language acquisition is extremely valuable in deepening understanding and is more dynamic in their language journey. - Landen

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Having students look up definitions in their mother tongue for our current target language and having a discussion based on the differences in interpretations (if there are any) and agreeing on how we will use the term for our current uses.

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Recognize that to get to the maximum potential it will take time, scaffolds, intention.

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In class, when students are discussing or sharing and can't get the correct English word, students will ask each other in Chinese for help to get the word they are searching for. When there are comprehension issues in a reading or directions, students will support each other by translating or explaining in Chinese.

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Allowing students to research ancient history and cultures during their board game project and then having them use that new knowledge to develop a game in English that shares what they learned about the history.

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Home language and culture can be seen as assets

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Home language and culture can be seen as assets

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ASLG recognizes that each student’s home language(s) and culture(s) can be seen as assets that enrich home, classroom and school environments and can provide a base on which to build further language and content learning.

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Sometimes when students use their L1 for a T&T, they have communicated complex ideas.  When asked to let the group know what they have said, it is difficult to use circumlocution.  I wonder if they can always be allowed to use their L1, but can be encouraged to attempt to use the target language.  They are often able to express their thoughts in the target language, but unless the target language is very fluent for them, switching can present a further difficulty.  

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Sometimes when students use their L1 for a T&T, they have communicated complex ideas.  When asked to let the group know what they have said, it is difficult to use circumlocution.  I wonder if they can always be allowed to use their L1, but can be encouraged to attempt to use the target language.  They are often able to express their thoughts in the target language, but unless the target language is very fluent for them, switching can present a further difficulty.  

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When students express themselves, what’s expressed is valuable regardless of language.

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When students express themselves, what’s expressed is valuable regardless of language.

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So many students see sharing as taking a risk, so valuing all the ways that they express themselves is an important part of validating their voices so they can be more brave when producing in an L2 at other times.

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Maintaining grade level standards outlined by AWEs

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Maintaining grade level standards outlined by AWEs

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"The primary role of faculty is to promote the acquisition of academic and social language in their target language while simultaneously teaching grade-level appropriate learning outcomes"

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Allowing students to use mother tongue while building background knowledge and conducting research.

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Allowing students to use mother tongue while building background knowledge and conducting research.

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This is important to allow them time to process. and truly understands the concepts so the cognitive load is reduced a bit on that side while engaged more on the side of sharing and producing in their L2.

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Translanguaging is the act performed by bilinguals to access different linguistic features or various modes of what are described as autonomous languages in order to maximize communicative potential

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Avenues Shenzhen Language Guidelines   Avenues: The World School, Shenzhen, Secondary Division 2022-2023 

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Avenues Shenzhen Language Guidelines   Avenues: The World School, Shenzhen, Secondary Division 2022-2023 