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A way of teaching (approach to language pedagogy) that affirms and leverages students’ diverse and dynamic language practices in teaching and learning (Vogel & Garcia, 2017).

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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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Methodology in Language and Translanguaging

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Methodology in Language and Translanguaging

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Jim Cummins - Methodology in Language and translanguaging - Binogi

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A theoretical lens that posits that all users of language, select and deploy particular features from a unitary linguistic repertoire to make meaning and to negotiate particular communicative contexts (Vogel & Garcia, 2017).

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In science, we create a word wall with the key vocabulary for the unit. Each term/word has a image, the English word and the term in the languages represented the class.

For students still acquiring English, they would use this word wall as a reference to engage in classroom discussions and learning experiences.

For students who are fluent in English, the word wall could be used to unpack the term in different languages and have students shared the meaning and significance of the term and how that plant's history, uses and cultural significance. In this case, they are making-meaning using their entire linguistic repertoire.

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Culturally and linguistically relevant books -Niamh

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Culturally and linguistically relevant books -Niamh

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Having books in the classroom that are both culturally and linguistically relevant to learners in the environment is beneficial for all involved. This supports ELLs by familiarizing the rest of the class with their language and culture, as well as validating the identities of the students. It is important for students to see representation of their language, culture and identity in literature. This gives them someone to whom they can relate. It can also help their peers learn about their identity.

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Multi-Lingual Worksheets (HP5) - Karen Li

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Multi-Lingual Worksheets (HP5) - Karen Li

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Considering Ophelia Garcia's explanation and examples, one way of bringing in Translanguaging as a Pedagogy is to have electronic worksheets that can include the option for listening to questions or instructions in one language and responding in another.
The example I have attached is one I made for an assignment in the "Issues in Literacy" course. This activity focused more on multiple ways of communicating instructions (listening, reading and typing in English), however, one can change the audio to another language while having the sentence in English/ The good thing about this is that you can make worksheets for the whole class, allowing students monolingual/bilingual to listen to the audio in a different language. The option to orally record the answer is also a possible way of using technology to display Translanguaging as a Pedagogy further.

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One effective strategy to encourage translanguaging in the classroom is to enact role-playing. Students can use both their native languages as well as the language they are learning in a practical, safe and interactive context.

As an educator, you can provide students with scripts to use of their home language, and then the translated version of the language they are using which is an example of structured guidance (or scaffolding). Teachers can adjust the level of guidance based on students’ needs during the process. They can also dictate which scenes students should act at the beginning.

When students are ready, they can pick roles and scenarios that they are interested and that align with their linguistic abilities.

Students learn best when the information is fun and put into applicable context.

This approach is also transformational as it shifts from more conventional language instruction to a more dynamic and inclusive translanguaging pedagogy.

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One effective translanguaging strategy that can be implemented in the classroom is a daily word study. The teacher would create a 4-square model where the students were expected to do the work in English but had the support of their home language as well. The first thing they needed to do (in the first square) was define the word. The next square asks them to translate the word into their home language. The third square asks them to visualize it (draw a picture that represents the word). The fourth and final square asks them to make a connection between the word and something from their prior knowledge.

By having students complete these daily tasks they are making connections between their languages or using language skills from one language to support

another. This is a great way for the students to see how the two languages connect. I also liked how this strategy used text as well as visuals to support all types of learners.

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Bilingual anchor charts serve a double purpose by engaging both a scaffold approach and a transformational approach of translanguaging to support multilingual learners in understanding and expressing content in multiple languages. The scaffold approach involves structuring support for learners, showing information in a clear, organized manner in both languages with visual aids. This method helps learners understanding of grammar, vocabulary, and sentence structures in both languages. On the other hand, the transformational approach of translanguaging effortlessly adds linguistic resources, encouraging learners to fluidly switch between languages to enhance their understanding and expression of concepts. Bilingual anchor charts facilitate this by promoting language integration, fluidity, cultural connections, and improved learning through the active use of multiple languages. Ultimately, they provide a powerful tool for multilingual learners to build skill and meaningful understanding across languages

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Culturally Relevant Books and Resources (Nathan)

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Culturally Relevant Books and Resources (Nathan)

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Bringing culturally and linguistically relevant literature into the classroom embraces the language practices, cultures, and identities of bilinguals. Along with this labelling things throughout the classroom in a student’s native/home language, this not only benefits the student/s who speak a language beyond English, but also exposes the other students in the class to another language besides English, or their home language. This helps students feel a connection to the class, an openness to their culture and identity, as well as provided them with a sense of belonging and being welcomed into the community. This also allows the others students to learn about the student and make connections between their culture and another culture.

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Students can be encouraged to write journal entries in their home language and English to reflect on their learning and understanding of the concepts being taught. This exercise does not have to be limited to one subject area, it can be done in a cross-curricula manner. For multilingual students, this provides them with an opportunity to process concepts in a way that might make more sense to them while still encouraging them to engage with content. For native English speakers, this would also be an opportunity for them to demonstrate their understanding.

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Bilingual picture dictionaries are a great translanguaging strategy that can be introduced into the classroom. Bilingual picture dictionaries should represent all students’ home languages and serve as a tool to present students with both everyday vocabularies as well as content-area vocabulary.

Bilingual picture dictionaries serve as a scaffolding tool by providing a pathway to introduce students to new everyday vocabulary.

These picture dictionaries can also become transformational through teaching independence and comprehension in various languages. This may look like students looking for context clues in a text through pictures, repeated words, bold or italicized words, etc., and using their dictionaries to understand the meaning of a key word, to extend their comprehension of the entire paragraph or text.

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In this activity, we introduce students to a narrative or picture book in the target language(s). We encourage them to immerse themselves in the story by listening attentively and uncovering linguistic similarities between the target language and their own native languages. These linguistic connections become the building blocks for a collaborative translation endeavor, resulting in the creation of a bilingual or multilingual version of the story.

The magic will show during the presentation phase. Students are divided into smaller groups and assigned specific sections of the story to recount in both the target language and their native language(s). This dual-language approach allows students to experience firsthand how translanguaging can be a powerful tool for effective communication.

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Multilingual Vocabulary Word Chart (Paco)

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Multilingual Vocabulary Word Chart (Paco)

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A great activity would be for students to create a word chart based on the anchor word or big idea in class. They can learn a target word or concept from subjects like science, then create a simple chart where they write the word in English and home language, then draw a picture of it. They must then share their chart with a partner, and write down the target concept in their partner's home language. This can be then posted on the class board for students to see the languages represented in the classroom.

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Group students with the same language - Yiwei & Hsinyu

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Group students with the same language - Yiwei & Hsinyu

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A great translanguaging pedagogy that could be incorporated in the classroom is to intentionally pair up students with their peers who speak the same home language as them. When teachers are grouping students for group assignments or facilitating a think-pair-share activity, they can purposely place students with the same mother tongue in the same group. By doing so, students with the same home language will be able to discuss their thoughts or clarify any questions they might have in their native language, which helps them foster a deeper understanding of the topics. On the other hand, if they are not given the opportunity to clarify their questions, they will be less likely to absorb the knowledge.

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My Emotions Chart (promoting SEL, Julie) 

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My Emotions Chart (promoting SEL, Julie) 

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There are some emotions that cannot be expressed in the dominant language (e.g. English) but can be expressed in a variety of ways in students' mother tongues. Create a chart for the classroom adding basic emotions in the dominant language, then ask students to share what kinds of emotions they express in their mother tongue but not in the dominant language? Add these additions to the chart, both the original words then the dominant language's translation.

An example I can think of is 心疼 in Chinese. The direct translation is "heart hurts" but it has two meanings: one is to express a dearly love and empathy for someone, and the other is to cherish someone of something. But there is no direct English word that can translate what this means, yet our culture uses this word quite often.

Having a cultural emotions chart in the classroom promotes CRRP, cultural acceptance but also a sense of community as students share more than how they feel in the dominant language. It is also an opportunity for other students to learn the variety of emotions beyond the ones expressed in their daily lives.

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Having a bilingual library in the classroom (Victoria) 

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Having a bilingual library in the classroom (Victoria) 

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Having a bilingual library in the classroom is an effective translanguaging strategy as it recognizes and embraces bilingualism, thereby creating a sense of community and inclusion in the learning environment. We can select bilingual books that focus on different cultures. By doing so, we help helping students feel comfortable with cultural and linguistic diversity. Along with bilingual library, we can also provide books with bilingual characters. One example of a book with bilingual character is "Name Jar" by Yangsook Choi. By reading such a book, students feel empowered about their identity. Having a bilingual classroom as well as books with bilingual characters  supports students' bilingual identities and socioemotional development. The goal is to help students embrace all of their languages so that they will be able to use the languages with confidence and pleasure.

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Written Draft in 1st language - Natalie DeMaria

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Written Draft in 1st language - Natalie DeMaria

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Allowing students to write stories or drafts of work in their first language and then translating it into English could be a beneficial tool to allow students feel more comfortable writing. This is also a way of expanding students vocabulary in English because they will be forced to translate words from their first language to English that they may not have otherwise known.
This is a tool for teachers to be able to assess students ability based on detail and vocabulary in their first language. Students can then highlight words that they use often when translating add it to a vocabulary of frequently used words sheet where they can refer to when writing.

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In this activity, teacher can delve into the unique expressions that languages offer. Begin by presenting common expressions in the dominant language. Then, encourage students to share phrases or words from their native languages that lack direct translations. These contributions are then added to a "Language Palette" chart, showcasing the original phrase and its nearest dominant language equivalent.

For instance, consider the Portuguese word "Saudade." While "longing" or "nostalgia" might come close in English, the term encapsulates a deeper feeling of missing someone, tinged with the realization that the person or moment might never return.

"Fluid Language Palette" not only promotes cultural appreciation but also deepens the linguistic tapestry of the classroom, allowing students to celebrate and share the linguistic richness of their backgrounds.

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This resource is similar to the "my dossier" example in the translanguaging a cuny NYSIEB guide for educators reading. At first students can work to create their own dossier— personal property piece on a theme involving their identity. This can be done in their own language(s) and incorporates multi-media work (images found, drawings, words ect.).
They can then do a pair share (in groups of same language and then in one with different languages) to explain their work. This opportunity to scaffold language together to help prepare the discussion to others that have different home languages can make it a lower risk to a big group share. Then together we will do a class ceremony where we
'build the class quilt" and post on the walls of the classroom.

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This would be apart of community building in your classroom. It could be done through a unit around the idea of community, where you work your way up to this point using different strategies, but if translanguaging is apart of your teaching this can be an activity for students to relate to their home community and school community. Students can come up with questions to ask classmates and community members (could be in english and then their home language depending on who they are interviewing) and conduct multiple interviews. They can come up with these questions during class lessons, and translate these questions into their home language with the help of community elders, or from teachers who speak the same language. This will build their communicative skills through multilingual interviews. They will also be able to write down their questions and take notes during the interview.

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Bilingual Reading Identities: Supporting Bilingual Imagination- Leanne Hoffman

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Bilingual Reading Identities: Supporting Bilingual Imagination- Leanne Hoffman

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I examined the article “Fostering Bilingual Reading Identities in Early Childhood Programs: Storybook Extensions”. The article emphasizes the importance of play as a tool to observe emerging bilingualism, and for students to practice immersing language practices using reading, speaking, storytelling, singing, and drawing. In order to engage students in bilingual thinking,  the article details how cultivating a bilingual reading identity can stimulate a bilingual imagination.

In using traditional stories such as “Goldilocks and the Three Bears”, the teacher may moderate play within the story, allowing students to explore reenactments and character portrayals. The story is read multiple times to ensure an understanding of concepts and vocabulary. The door is then opened for students to share similar versions of the story from their language, or stories that may contrast.

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Interactive Writing - Labeling

After reading the CUNY Guide for Educators, one effective translanguaging strategy that can be implemented in the classroom involves creating a multilingual environment, specifically with the use of labels. Teachers and students can work collaboratively on labeling different objects in the classroom in both English and students’ home languages. Writing each language in a different colour will help students distinguish one language from the other. This not only supports ELL students, but also students who aren’t familiar with their home and other languages. Seeing the words next to each other on the labels helps the teacher and students see the similarities and differences between the languages. It also raises awareness for all students about how each different languages work. Some examples from the guide were how in Arabic the scripts reads right to left and how many sounds are represented with the same letters in English and Spanish. As a result this can build home-school connections and help ELL learners feel represented in the classroom.

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By creating a classroom environment that displays multilingual learning, it encourages students to practice their language and new languages. This can be done through the teachers greetings, songs, and transitions. The teacher is responsible for fostering the importance of language, which is beneficial for students to hear and see.  Greetings, songs, and transitions are already used by teachers everyday, therefore implementing different languages is a minor adjustment that has a big impact. Using language orally can be easily implemented as a daily routine to ensure students feel represented. When students are familiarized with these greetings, songs, and transitions, it opens them up to learning about their peers and different languages.

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Incorporating Technology and Books to explore social issues (Jacky)

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Incorporating Technology and Books to explore social issues (Jacky)

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Alongside to culturally relevant books and resources within the classroom, teachers can offer students multicultural books that cover a wide array of social issues. These stories reflect the cultures and languages of students within the classroom and are usually written in English with words from other languages. Some of the book exemplars include: Gaby Lost and Found by Angela Cervantes – a story of a young girl named Gaby whose mother was recently deported to Honduras while she is stuck living with her inattentive dad, and Sadako and the Thousand Paper Cranes by Eleanor Coerr – based on a true story of a young child with leukaemia folding a thousand paper cranes in hopes the Gods will grant her wish to be healthy again. In addition to these storybooks, digital tools such as Scratch can be used where students can create videogames based on their own experiences as newcomers. For example, one of the games explores the life of Sarah, a young girl from Egypt who is teased for wearing a headscarf in the States. By using this technological tool, newcomer emergent bilingual students can practise writing and gain programming skills, while openly discussing real world issues that affected them by playing the game with peers and teachers.

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One effective translanguaging strategy is to pair students with similar languages in the classroom. Pairing students who speak the same language in the classroom promotes a supportive and inclusive learning environment, fosters effective communication, and enhances the overall educational experience for all students, particularly those who are non-native speakers of the local language.
Students can benefit from the language support from one another, by allowing them to help each other understanding the material. Some students may feel isolated in the classroom due to them not being proficient in English. By pairing them, students can feel more comfortable and included.
The biggest benefit in my own opinion is that pairing students who speak the same language, it helps build on their confidence. Students who are not proficient in the language of instruction may lack confidence in their abilities. Pairing them with peers who speak their language can boost their confidence and encourage them to express themselves academically.

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An effective translanguaging strategy is the use of cognate charts. A cognate is a word that may look and sound similar to another language. This provides pattern, comfort and ease for students. This would be a great way to introduce a new language as it can be encouraging and motivating to see that a language you are comfortable with can be similar to one you may be learning. It can also help students if you break down the words and find the root, origin and meaning across the two words. Some students may work really well with patterns and this is a great way to connect languages through patterns.

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Different sections of a text on the content knowledge are provided in English and other two languages.
Students choose the section in the language they are most comfortable with and become "experts" in that section.
After reading, students form new groups where each "expert" explains their section to the others, using whatever language or languages they find most effective for communication.
Through this activity, students are not only learning content but also serving as linguistic resources for their peers.

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A translanguaging strategy that I think could be helpful for ELL students is encouraging them to take down notes in their own language any time they're learning information, listening to someone speak, or watching a video. This could help their working memory and cognitive load because they aren't focusing all of their energy trying to listen in English while also transcribing the information in English. By taking notes in their first language, they are able to practice their listening skills in English, while still retaining the information that they are learning through their own notes. If they feel comfortable, they could then try and relay what they wrote down in English to a peer so that they can reinforce the information that they learned, and get practice in translating their notes.