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-How am I already fostering flexible use of languages?
-What ideas am I interested in trying?

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Describe your experience. How did your knowledge of language(s) help you?

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amber@erinkentconsulting.com
My goal this year:

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Where do you see flexibility and honoring of linguistic capacity?

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Click to make a copy. Complete personal rating.
-What are your current strengths?
-Where might you want to focus more attention?

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Article with lenses for planning for translanguaging

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Translanguaging for Emergent Biliguals - Fu, Hadjioannou, Zhou

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Translanguaging for Emergent Biliguals - Fu, Hadjioannou, Zhou

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Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series)

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Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series) [Fu, Danling, Hadjioannou, Xenia, Zhou, Xiaodi, Genishi, Celia, Alvermann, Donna E., García, Ofelia] on Amazon.com. *FREE* shipping on qualifying offers. Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series)

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Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writers

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Espinosa and Ascenzi-Moreno demonstrate how our emergent bilingual students who speak two or more languages in their daily lives― thrive when they are able to use "translanguaging" to tap the power of their entire linguistic and sociocultural repertoires. Additionally, the authors present rich an...

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The Translanguaging Classroom - Garcia, Ibarra Johnson, Seltzer

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The Translanguaging Classroom - Garcia, Ibarra Johnson, Seltzer

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The Translanguaging Classroom: Leveraging Student Bilingualism for Learning

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The Translanguaging Classroom: Leveraging Student Bilingualism for Learning [Garcia, Ofelia, Johnson, Susana Ibarra, Seltzer, Kate, Valdes, Guadalupe] on Amazon.com. *FREE* shipping on qualifying offers. The Translanguaging Classroom: Leveraging Student Bilingualism for Learning

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Culturally Responsive Teaching for Multilingual Learners

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What will you do to promote multilingual learners’ equity? Our nation’s moment of reckoning with the deficit view of multilingual learner…

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Centre for Educators of Bilingual and Multilingual Learners

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Centre for Educators of Bilingual and Multilingual Learners

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Excellent blog with ideas for honoring all languages.

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A UK-based social enterprise that focuses on equipping international schools with multilingualism and bilingualism best practices. Read Blog

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Support for talking to parents about bilingualism.

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Bilingual Families: A Practical Language Planning Guide

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Bilingual Families: A Practical Language Planning Guide [Crisfield, Eowyn] on Amazon.com. *FREE* shipping on qualifying offers. Bilingual Families: A Practical Language Planning Guide

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While focused on the context of the US, this website gives practical examples of translanguaging in the classroom.

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Since 2011, CUNY-NYSIEB has developed a wealth of resources which school leaders, teachers, and communities can use to support emergent bilingual learners. The concrete tools and strategies we present here unite theory with practice, and respond to needs identified by our partner schools across New York State.

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joshua.johnson@kis.or.kr

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elizabeth.eckenrode@aavn.edu.vn

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megharadhakrishnan@gmail.com

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marta.lujan.mtz@gmail.com

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rajiswami40@gmail.com

My Goal:

Step 1

My goal is to intentionally plan and incorporate Translanguaging practices in word study, guided reading, and writing workshops.

Step 2

By intentionally planning, I visualize a classroom where -

Every student is valued, heard, and seen.

Every student can proudly share their understanding and knowledge in their home language.

Students become proficient in using tanslanguaging tools to access grade-level outcomes ( gradual release).

Step 3

Possible Obstacles -

Convincing parent

s

School admins

Team collaboration

Pressure to meet grade-level standards

Students performance in WIDA test

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elizabeth.tucker@bcis.cn

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Got: Deeper understanding of what exactly translanguaging is; re-affirmed importance of L1; shifts in labels from deficit-based to strength-based (terms define mindset)
Want: Practical ideas to begin implementing in the new school year; how to bring parents on board who are really wanting English?

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Got: LOVED the breakout rooms and the number of opportunities to engage in meaningful conversation with peers.

Want: How to support colleagues in developing their own asset-mindset towards the core values and pedagogical ideas around translanguaging

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Got: Explicitly showing kids how to use their native languages in writing instead of simply encouraging them.

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Got: Miltilingual Ecology Scale: super useful and clear!
Want: learn more about writing strategies.

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Got: How using conceptual connections can be very powerful in showing students similarities and differences between languages.
Want: To better understand and be able to teach connections between languages more effectively.

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Got:
- Scale to bring back to school and reflect on how we are doing with this
- Classroom examples
Want:
- Integrating Translanguaging with Readers/Writers workshop model
- Integrating with Inquiry/IB model

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Got - I am fairly new to translanguaging, so I felt like today really helped me to understand what it is and see some beginning examples of how I could implement it within my teaching. I also better understand its importance and how it helps to honor students, their families, and communities.

Wants- I am looking forward to tomorrow when we do some planning with translanguaging. I would like to learn more about using translanguaging in authentic ways when I am only monolingual. Finding ways to model for students when I don't have a second language to rely on myself.

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acabanzon@asbarcelona.com

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Got: Multilingual Ecology Scale was such a good reflective piece. It was helpful to look at personal practice and think about school-wide practices.

Want: I would love to hear more about how other schools are developing multilingual ecologies, and how parents may be used as partners.

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Got: Multilingual Ecology Scale and multiple opportunities to talk with other teachers.
Want: see how to combine translanguaging and RWW strategies in units.

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Gots:

- Caught up the relevant language learning terms and pedagogy that research-based.

- To support translanguaging, we have to invest in ecology that supports MLL.

Wants:

I would like to develop translanguaging practices in my classroom and engage with colleagues to ensure that these practices are consistent across the grades.

Identify barriers that prevent translanguaging practices in the classroom and find viable solutions to remove the obstacles.

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Got: Just ordered the book, Culturally Responsive Teaching for Multilingual Learners! Can't wait to read it.
Also got: That there needs to be a shift in labels for students.
Want: More information on how to implement more translanguaging in an authentic way to benefit the students.

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mzilli@marymountrome.com

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Cooperative Children's Book Center (CCBC)

The CCBC is a unique and vital gathering place for books, ideas, and expertise in the field of children's and young adult literature. The CCBC is a noncirculating examination, study, and research library for Wisconsin school and public librarians, teachers, early childhood care providers, university students, and others interested in children's and young adult literature. The CCBC is part of the University of Wisconsin-Madison School of Education, and receives additional support from the Wisconsin Department of Public Instruction. More about the CCBC.

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The Cooperative Children's Book Center (CCBC) is a unique and vital gathering place for books, ideas, and expertise in the field of children's and young adult literature.

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Planning for Translanguaging in Writing Workshop

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Planning for Translanguaging in Writing Workshop

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STEP 1:

Consider your current writing unit. How you might incorporate translanguaging into each part of the writing process. Note the key learning goals for each step in the writing process.

STEP 2:

Consider the design principles to support translanguaging. Note opportunities that might exist for the flexible use of languages to support student writing/learning?

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-Consider the learning goals of your lesson/unit.
-How might you use translanguaging as a scaffold and for enrichment?
-What additional opportunities exist?

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Francoise.raoult@bcis.cn

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jeaneth.caballero@concordiahanoi.org

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k.kirby_gaa@gemsedu.com

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coletontt@gmail.com

My goal for this year will be to use the Patterns of Power strategies along with translanguaging to help my students improve in grammar and vocabulary.

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helen.absalom@isutrecht.nl

My goal is to place a space for translanguaging in the grade-level central planner.

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https://docs.google.com/document/d/1T_RAb2YlUi1u9v14zuHBNcbHnMFVeU0fgMdL3YoE3vg/edit

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Du Iz Tak? by Carson Ellis

https://www.goodreads.com/book/show/28250952-du-iz-tak

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Poem provocation for identity & language

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Poem provocation for identity & language

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Gots: I loved seeing all of the children's literature to use as mentor texts for translanguaging. Would always love to see more of it!
Wants: Do you have a video example of translanguaging through online learning with older kids? Either upper elementary or MS/HS. I thought the example video with the grade 1 students was fantastic but would also like to see some strategies being applied with older kids as well.

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Gots: The planning documents and planning process are really beneficial for helping me to start integrating translanguaging into my lessons.

Wants: I am looking forward to see some recommendations for books that could be swapped out for RW/WW read alouds and mentors that could be more of a mirror text for my students.

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Got: Tools for planning and a clearer idea of translanguaging
Want: I am looking forward to next session. I am interested in the impact metalinguistic awareness will have in students language learning.

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Got: "What we celebrate becomes what we value"; read-alouds with bilingual main characters (make if don't have!); input->processing->output can be in different languages; position students as experts in their L1

Want: more examples of books to use for read-alouds; how to keep students accountable and on-task for processing/researching in their L1 if you don't know the language yourself; maybe an example of a filled-in planner

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Got: The planner that would give me a starting point for translanguaging in class.

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Got: The planning documents are extremely valuable for intentionally planning translanguaging in instruction.

Want: I'm wondering what types of grouping/partner work is most effective.

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Got: The planners and the understanding that translanguaging needs to be planned for in the lessons. It needs to be intentional!

Want: Would love to find more mentor texts that mirror my students and their experiences.

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Got: Intentional Planning for TR practices.

Want: Culturally relevant mentor text.

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Got: importance of the intentional planning for translanguaging

Want: books which reflect the cultural and linguistic diversity of our learning community.

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Welcome to a group dedicated to sharing and learning about translanguaging in schools. What is translanguaging? Translanguaging is the act performed by bilinguals of accessing different…

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Patterns of Power Planning Steps - Translanguaging

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Got: To be more intentional with mentor texts or texts within my own classroom - mirrors vs. windows. Giving students flexibility with input, processing, and output.

Want: What does translanguaging look like as enrichment?

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Translanguaging Sentences - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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EKC

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Planner
Scope and Sequence
Notable Sentences

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Watch Videos/Read Articles from Translanguaging Experts

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Dr. Crisfield explains translanguaging.

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Translanguaging - should we all be doing it? - Article

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Translanguaging - should we all be doing it? - Article

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Translanguaging - should we all be doing it?

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Translanguaging is becoming a hot topic in education, especially in international schools, where linguistically diverse classes are the norm. However, the topic also generates confusion and concern for many educators, due to the fluid nature of the definition and conflicting/concurrent definitions such as code-switching, code-meshing, interlingual teaching and so on.

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Crisfield Educational Consulting

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The myth of the ‘native-speaker’ teacher

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Last week I worked with three different schools in the Netherlands, all with different profiles. All of them are international schools, using a variety of national and international curricula. When non-English background parents put their children in these types of schools, they generally have very…

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François Grosjean

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François Grosjean
University of Neuchâtel, Switzerland

A number of myths about bilingualism are discussed in my new book, Bilingual: Life and Reality (Harvard University Press, 2010). They are summarized here.

Bilingualism is a rare phenomenon. WRONG. It has been estimated that more than half the world's population is bilingual, that is lives with two or more languages. Bilingualism is found in all parts of the world, at all levels of society, in all age groups. Even in countries with many monolinguals, the percentage of bilinguals is high. For example, one can estimate that there are as many as 50 million bilinguals in the United States today.

Bilinguals acquire their two or more languages in childhood. WRONG. One can become bilingual in childhood, but also in adolescence and in adulthood. In fact, many adults become bilingual because they move from one country (or region) to another and have to acquire a second language. With time, they can become just as bilingual as children who acquire their languages in their early years (minus the native speaker accent). In general, people become bilingual because life requires the use of two or more languages. This can be due to immigration, education, intermarriage, contact with other linguistic groups within a country, and so on.

Bilinguals have equal and perfect knowledge of their languages. WRONG. This is a myth that has had a long life! In fact, bilinguals know their languages to the level that they need them. Some bilinguals are dominant in one language, others do not know how to read and write one of their languages, others have only passive knowledge of a language and, finally, a very small minority, have equal and perfect fluency in their languages. What is important to keep in mind is that bilinguals are very diverse, as are monolinguals.

Real bilinguals have no accent in their different languages. WRONG. Having an accent or not in a language does not make you more or less bilingual. It depends on when you acquired your languages. In fact, some extremely fluent and balanced bilinguals have an accent in the one, or the other, language; other, less fluent, bilinguals may have no accent at all.

Bilinguals are born translators. WRONG. Even though bilinguals can translate simple things from one language to another, they often have difficulties with more specialized domains. The reaction people have is almost always, "But I thought you were bilingual!". In fact, bilinguals use their languages in different situations, with different people, in different domains of life (this is called the complementarity principle). Unless they learned their languages formally (in school, for example), or have trained to be translators, they often do not have translations equivalents in the other language.

Mixing languages is a sign of laziness in bilinguals. WRONG. Mixing languages such as code-switching and borrowing is a very common behavior in bilinguals speaking to other bilinguals. It is a bit like having coffee with milk instead of just straight black. The two language repertoires are available in bilingual situations and can be used at will. Many expressions and words are better said in the one or the other language; mixing permits to use the right one without having recourse to translation which simply may not do justice to what one wants to express. This said, in other situations, bilinguals know that they cannot mix their languages (e.g. when speaking to monolinguals) and they then stick to just one language.

Bilinguals are also bicultural. WRONG. Even though many bilinguals are also bicultural (they interact with two cultures and they combine aspects of each), many others are monocultural (e.g. the inhabitants in the German speaking part of Switzerland who often acquire three or four languages during their youth). Thus one can be bilingual without being bicultural just as one can be monolingual and bicultural (e.g. the British who live in the USA).

Bilinguals have double or split personalities. WRONG. Bilinguals, like monolinguals, adapt their behavior to different situations and people. This often leads to a change of language in bilinguals (e.g. a Japanese-English bilingual speaking Japanese to her grandmother and English to her sister). This change of language has led to the idea that bilinguals are "different" when speaking the one, or the other, language. But like monolinguals, it is the situation or the person one is speaking to which induces slight changes in behavior, opinions, feelings, etc., not the fact that one is bilingual.

Bilinguals express their emotions in their first language. WRONG. Some bilinguals have grown up learning two languages simultaneously and hence have two first languages with which they will express their emotions. And for the majority of bilinguals who have acquired their languages successively-first one language and then, some years later, another-the pattern is not clear. Emotions and bilingualism produce a very complicated but also very personal reality that has no set rules. Some bilinguals prefer to use one language, some the other, and some use both of them to express their feelings and emotions.

Bilingualism will delay language acquisition in children. WRONG. This is a myth that was popular back in the middle of the 20th Century. Since then much research has shown that bilingual children are not delayed in their language acquisition. This said, one should keep in mind that bilingual children, because they have to deal with two or more languages, are different in some ways from monolingual children, but definitely not on rate of language acquisition. As for bilingual children with language challenges (e.g. dyslexia), they are not proportionally more numerous than monolingual children with the same challenges.

The language spoken in the home will have a negative effect on the acquisition of the school language, when the latter is different. WRONG. In fact, the home language can be used as a linguistic base for acquiring aspects of the other language. It also gives children a known language to communicate in (with parents, caretakers, and, perhaps, teachers) while acquiring the other.

If parents want their children to grow up bilingual, they should use the one person - one language approach. WRONG. There are many ways of making sure a child grows up bilingual: caretaker 1 speaks one language and caretaker 2 speaks the other; one language is used in the home and the other outside the home; the child acquires his/her second language at school, etc. The critical factor is NEED. The child must come to realize, most of the time unconsciously, that he/she needs two or more languages in everyday life. This is where the one person - one language approach often breaks down as the bilingual child quickly realizes that the weaker (often minority) language is not really needed (the caretakers or other family members often speak the other, stronger language, to one another, so why keep up the weaker language?). A better approach is that all family members use the weaker language at home, if at all possible, so as to increase the child's exposure to it and mark the language's "main" territory.

Children raised bilingual will always mix their languages. WRONG. If bilingual children interact in both bilingual and monolingual situations, then they learn to mix languages at certain times only. When they are with monolinguals (e.g. Grandma who doesn't speak any English), they quickly learn to speak just the one language (communication breaks down otherwise). It is important though that the situation be truly monolingual (and not a "pretend situation" in which a bilingual parent pretends not to know the other language); children will make an effort to speak only one language if they feel it is vital for communication. Thus, caretakers will want to create natural monolingual environments where children will need, and hence use, just one language.

For further reading click on the following links:

1. François Grosjean's new book Bilingual: Life and Reality (Harvard University Press, 2010)

2. A short text, "What parents want to know about bilingualism", by François Grosjean

3. An interview of François Grosjean on bilingualism

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Francois Grosjean - Myths about bilingualism bilingualism

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Francois Grosjean, François Grosjean, Grosjean, psycholinguistics, language processing, bilingualism, biculturalism, sign language, aphasia, applied linguistics, BIMOLA, language processing in aphasics, prosodic structures, second language grammar checking, Life with two languages, Bilingualism: Language and Cognition

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Got:
Input-Processing-Output got me thinking- provide opportunities for our multilingual learners flexibility with use of language they are most comfortable with.

Want:
More multilingual mentor texts;  translanguaging in content areas such as science, social studies.

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violet.kim@faith.edu.ph

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Great for word study and morphology
https://www.etymonline.com/

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laura.hand@tasis.ch

My goal this year: Being more intentional in my planning to incorporate and celebrate languages across my classroom. Starting with taking the time to get to know my students and their language background. Then focusing on the last step of patterns of power - write in your own language.

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I used to think that students should always try to use English in my class, because we were an English medium school.

Now I think that by allowing my students to utilize all of their literacy capabilities regardless of language will help them to understand language in a deeper, more meaningful way.

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I used to think of translanguaging as a process that students use to share all they know and show their whole selves as learners.

Now I think that translanguaging can be more! It's also an opportunity that we can extend to ALL of our students.  Our schools are global communities where translanguaging can be an opportunity to be inclusive, to be inquirers of language, to celebrate what makes us both unique and similar.

Kristine Kirby