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After you have finished your artifact of learning, snap a picture and drop it in this virtual gallery.

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BPC. Cultivating Flow. Hybrid Gallery Walk. D23 Conference. 2023

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In preparation for our work together, what are you wondering about in regards to multilingualism, multilingual students, and translanguaging?

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I currently serve as an instructional coach in Tokyo, where I love to engage in the deep thinking work of unit and instructional design for equity for multilingual students.  I really love to get nerdy about language.  I am a  mama to a 4 year old who prefers Bluey over Paw Patrol.

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On Translanguaging:

Read 📚

What is translanguaging really? (2min)🔗

A Pedagogy of Translanguaging (15min)🔗

Bringing Translanguaging Into Dual Language Education Programs (3min)🔗

Translanguaging: What is it and how do you plan for it? (5min)🔗

WIDA Focus Bulletin: Translanguaging 🔗

Fostering a Translanguaging Pedagogy with a Blended Environment 🔗

Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project 🔗

View 💻

What is translanguaging (6min) 🔗

Multilingualism and Translanguaging in the Classroom 🔗

Translanguaging in Curriculum and Instruction 🔗

Multilingualism at school is better than monolingualism. #1 Strategies at school: Translanguaging (3min) 🔗

Translanguaging as a Theory of Language (48min) 🔗

Developing Translanguaging Pedagogy (57min) 🔗

Translanguaging: A Multilingual Environment (3min) 🔗

Listening 🎧

The Transformative Power of Translanguaging in Literature (31 min)🔗

Listening To MLs Differently Through Translanguaging (55min)🔗

The What, Why, When, and How of Translanguaging (66 min)🔗

Rooted in Strength (65 min) 🔗

ON MULTILINGUALISM:

READ 📚

From Monolingual Mindsets to the Multilingual Turn: Paradigm Shifts for EAL 🔗

How Bilingual Brains Switch Between Languages (3 min)  🔗

How Languages Shape the Brain (5 min) 🔗

What’s Going On in the Brain of a Bilingual Child (7 min)  🔗

The Languages We Speak Changes the Colors We See (3 min)  🔗

Forgetting My First Language (11 min) 🔗

Being a Second Language Learner 🔗

View  💻

Embracing Multilingualism and Eradicating Linguistic Bias 🔗

A Bilingual Brain Solves Problems Faster (2 min)  🔗

How Bilingual Brains Perceive Time (3 min)  🔗

How the Languages We Speak Shape the Way We Think  (11 min)  🔗

Jim Cummins and Language Identity 🔗

Funds of Knowledge 🔗 (2min)

Affirming Identity in Multilingual Classrooms 🔗

Honoring Students Stories: Identity Texts to Write and Diverse Texts to Read 🔗

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Case Studies 🔗

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CUNY Translanguaging Guide 🔗

CUNY Translanguaging in Curriculum and Instruction Guide 🔗

CUNY Translanguaging Guide in Writing 🔗

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In these courses, international educators can learn practices to ensure that classrooms nurture students' multilingual assets and identities through translanguaging mindsets and pedagogical practices.

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Here is a list of strategies I have explicitly talked about or utilized during our time together.

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There are different kinds of identities, social identities, national identities, racial identities, ethnic identities, etc. A notion, which is however not frequently talked about is "linguistic identity".

What is linguistic identity then? Linguistic identity refers to a person's identification as a speaker of one or more languages. The linguistic identity is part and often an important part of our identity. And this is especially true for multilingual individuals. It is influenced by different factors and usually contains aspects such as linguistic expertise, affiliation, and also familial inheritance [1].

There are different ways to explore what linguistic identity means to a person. And in today's article we are going to introduce an interesting approach - the Language Portrait Silhouette. Language Portrait Silhouette (LPS) is a task, where people use different colors, shapes and symbols on a drawn silhouette of a body (Figure 1) to show their perceptions of their languages. This is combined with the drawers' own verbal explaining and commenting on their portrait.

In language portraits, languages are often represented through the use of different colors and flags to show people's expertise, attachment, affiliation and "liking" of a language. For example, the "liking" of a language is commonly expressed through the use of the drawer's favorite color and the attachment with a language is represented through the use of the flag of a country where the language is spoken [2]. Languages are also aligned to concrete body parts to show people's perceptions of different languages. While the head or brain often represent "knowing.", hands, arms, and feet, being farther away from the head and used for gesturing, often represent "not knowing." [3] You can find two examples of Language Portrait in Figure 2.

The exploration of linguistic identities through the use of LPS could be very meaningful in multilingual classrooms. On the one hand, it enables students to have a better understanding of their "linguistic self", of their "linguistic identity" through self-analysis. On the other hand, it offers teachers an opportunity to acknowledge the identities of their students. Students are given chance to speak about all of their languages, even the most marginalized and invisible ones. They can get positive feedbacks and responses from multiple audiences like teachers and classmates. In this way, the value of their diverse languages and cultures are being recognized.

Feel interested? Draw your own Language Portrait Silhouette and explore your linguistic self!
References
[1] Leung C., Harris R, Rampton B. The idealized native speaker, reified ethnicities, and classroom realities. TESOL Quarterly. 1997; 31(3): 543-560.

[2] Lundell, Leea. "What is the color of English?" Representation of English in the language portraits of Sámi children. [Master's thesis]. Finnland: University of Jyväskylä; 2010. https://pdfs.semanticscholar.org/26d9/cc77c4e8049c0f869fe18ff27f12683c4e82.pdf. Accessed January 30, 2020.

[3] Dressler R. Exploring Linguistic Identity in Young Multilingual Learners (In the Classroom). TESL Canada Journal. 2014; 32(1): 42-52.

Written by ZHANG Zicheng, Study Visitor at the Terminology Coordination Unit of the European Parliament (Luxembourg). She comes from China and studies currently in the trilingual Master Program of Learning and Communication in Multilingual and Multicultural Context at the University of Luxembourg. She likes traveling and language learning.

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Linguistic Identity and Language Portrait

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What is linguistic identity? Linguistic identity refers to a person's identification as a speaker of one or more languages.

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Inside Out and Back Again by Thanhha Lai

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Eyes That Kiss In The Corner with Joanna Ho | BookTube Jr.

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Identity Texts for Found Poem (Secondary)

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Identity Texts for Found Poem (Secondary)

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Texts About Identity for Middle and High School Students

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Check out these twelve high-interest texts for middle and high school students about identity and how to grapple with big questions about growing up.

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Student Language Profile Template 🔗

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A community building and/or SEL activity to start off our learning. It is meant to built connection with the collective group (students, departments, etc). A community that feels connected, seen, heard, and valued is more likely to take risks together (again...students or adults).

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Windows, Mirrors, and Sliding Glass Doors

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Windows, Mirrors, and Sliding Glass Doors

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Mirrors, Windows and Sliding Glass Doors

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Grant Wiggins on Essential Questions - Learning Personalized

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Tweet Allison Zmuda As a full-time education consultant, Allison Zmuda works with educators to grow ideas on how to make learning for students challenging, possible and worthy of the attempt. Over the past 19 years, Zmuda has shared curricular, assessment, Read More ...

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A pre-assessment and formative assessment strategy

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a scaffold. a formative assessment tool. A goal setting tool

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Using a Learning Target Throughout a Lesson

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Differentiated Instruction

Elementary students have a better chance of showing what they've learned when they have a choice about how to show it.

©Shutterstock/Monkey Business Images

Most classrooms are filled with students of varying academic abilities. Even within a gifted and talented classroom like mine, the ability levels can range drastically. As teachers strive to meet each student's individual needs, differentiation is key because it's about giving more opportunities for students to grow to their highest potential, and it is beneficial for all students.

In the digital era, we can provide all of our students with technological ways to enhance their learning, no matter their academic label. Every student is different and needs to be offered a variety of ways to show what they've learned in a way that reflects their individuality.

One way to differentiate within the curriculum is to provide students with choices for completing an assignment. Students learn in various ways, and we can let them show their learning in various ways. When I give my students a choice on how they'll complete a project, they have to meet certain criteria, but I allow them to find an outlet they find most enjoyable, such as creating a Google Slides presentation, a trifold board, or a pamphlet. Giving students a choice allows them to take ownership of their learning as well as create a product that feels authentic to them. They work on something that they're good at creating, or try something they want to get better at.

An excellent way to ensure differentiation is to have each student create an e-portfolio-a technology-based assessment tool that collects a student's authentic work samples, providing a quick way for a teacher to assess growth and skills. In a sense, the e-portfolio is a window into a student's learning, one that allows the student to choose what to include.

An e-portfolio can follow the student across grades, too. And once the time is spent creating one, the process of adding content becomes easier and quicker as the student adds to it in later grades. Since e-portfolios offer a way for students to show authentic learning, they allow students to exhibit their individual growth through their academic experiences.

Differentiating by Giving Choices

The best way to differentiate instruction is to give students a choice in how they show their learning. All students learn in their own way, and they need to be able to show their individual skills and interests. As long as they're able to demonstrate a certain skill, assessment should be more about the process than the product.

Giving choices may seem like more work for the teacher, and it can be, but it's also worthwhile because it encourages more students to take more ownership of their learning.

Adding a technology component to an assignment can drastically increase student engagement, especially if they haven't been given such options in the past. Using a novel app, such as Flipgrid, adds an element of fun while also giving students practice with tech skills.

But technology is not the only way to provide choice-try using choice boards, which provide students with many options for presenting content. Students may present the water cycle stages in a song, for example, or create a comic that lays out those stages. Such choices can be fun for the students, and can show teachers hidden talents their students possess that they wouldn't see otherwise.

Differentiating With Portfolios

Few applications offer the opportunity for students to reflect on their learning, but pushing students to do that is important in getting them to think about how they learn best and take an active role in their own learning. Quick assessment applications such as Flipgrid and Kahoot allow for student reflection, but the e-portfolio-which showcases an individual student's personality-is even better.

With e-portfolios, students reflect on their learning while putting their own mark on their assignments. Students are able to showcase their learning and the process they used to create their final product while individualizing it with their likes and interests.

A teacher may require some items to be present-such as name, class section, pictures of hobbies, or content-related materials-but seeing the ways that students make the e-portfolio their own is what a teacher wants. The e-portfolio is a tool that students can use to express their thinking in a way that is unique to them.

Teachers can assess e-portfolios to measure growth and skills instead of just knowledge of course content. Students are able to take ownership of what they have learned, choose how they present the content, and take control of their learning.

Differentiating allows students to have their voice heard, which can lead them to become self-motivated learners. And that in turn can help increase both their learning growth and their self-awareness of that growth.

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Elementary students have a better chance of showing what they're learning when they have a choice about how to show it.

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Student Language Profile Template 🔗

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There are different kinds of identities, social identities, national identities, racial identities, ethnic identities, etc. A notion, which is however not frequently talked about is "linguistic identity".

What is linguistic identity then? Linguistic identity refers to a person's identification as a speaker of one or more languages. The linguistic identity is part and often an important part of our identity. And this is especially true for multilingual individuals. It is influenced by different factors and usually contains aspects such as linguistic expertise, affiliation, and also familial inheritance [1].

There are different ways to explore what linguistic identity means to a person. And in today's article we are going to introduce an interesting approach - the Language Portrait Silhouette. Language Portrait Silhouette (LPS) is a task, where people use different colors, shapes and symbols on a drawn silhouette of a body (Figure 1) to show their perceptions of their languages. This is combined with the drawers' own verbal explaining and commenting on their portrait.

In language portraits, languages are often represented through the use of different colors and flags to show people's expertise, attachment, affiliation and "liking" of a language. For example, the "liking" of a language is commonly expressed through the use of the drawer's favorite color and the attachment with a language is represented through the use of the flag of a country where the language is spoken [2]. Languages are also aligned to concrete body parts to show people's perceptions of different languages. While the head or brain often represent "knowing.", hands, arms, and feet, being farther away from the head and used for gesturing, often represent "not knowing." [3] You can find two examples of Language Portrait in Figure 2.

The exploration of linguistic identities through the use of LPS could be very meaningful in multilingual classrooms. On the one hand, it enables students to have a better understanding of their "linguistic self", of their "linguistic identity" through self-analysis. On the other hand, it offers teachers an opportunity to acknowledge the identities of their students. Students are given chance to speak about all of their languages, even the most marginalized and invisible ones. They can get positive feedbacks and responses from multiple audiences like teachers and classmates. In this way, the value of their diverse languages and cultures are being recognized.

Feel interested? Draw your own Language Portrait Silhouette and explore your linguistic self!
References
[1] Leung C., Harris R, Rampton B. The idealized native speaker, reified ethnicities, and classroom realities. TESOL Quarterly. 1997; 31(3): 543-560.

[2] Lundell, Leea. "What is the color of English?" Representation of English in the language portraits of Sámi children. [Master's thesis]. Finnland: University of Jyväskylä; 2010. https://pdfs.semanticscholar.org/26d9/cc77c4e8049c0f869fe18ff27f12683c4e82.pdf. Accessed January 30, 2020.

[3] Dressler R. Exploring Linguistic Identity in Young Multilingual Learners (In the Classroom). TESL Canada Journal. 2014; 32(1): 42-52.

Written by ZHANG Zicheng, Study Visitor at the Terminology Coordination Unit of the European Parliament (Luxembourg). She comes from China and studies currently in the trilingual Master Program of Learning and Communication in Multilingual and Multicultural Context at the University of Luxembourg. She likes traveling and language learning.

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Linguistic Identity and Language Portrait

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What is linguistic identity? Linguistic identity refers to a person's identification as a speaker of one or more languages.

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a thinking routine coupled with a verbal interaction strategy 🔗

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Languages in us 🌞

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Thank you for sharing your language map with us and showing us how dynamic languaging can be.  🙏

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Thank you for sharing the multilingual portrait with us. It's a snapshot of the story of your department and your connection with students. 🙏

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Bilingual poem inspired by Alma Flor Ada