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Includes tool library: supports 119 languages, multilingual dictionary, talk to text, text to talk, can translate student speech

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Enrich and personalize learning

Drive student agency with tools that meet students where they are - and build skills for their future.

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Make learning more personal and foster student agency

Amplify instruction with tools that simplify everyday tasks

Boost instructional time with tools purpose-built for teaching, productivity, and collaboration

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Tools designed for seamless teaching

Get creative with hundreds of apps

Hundreds of EdTech apps integrate with Classroom to spark creativity and enable more opportunities for learning.

Operate with solutions designed to gain visibility, insights, and control

Create learning environments that are easier to manage and support educators and students with connected, safer tools.

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A secure, reliable, and extensible platform for school communities of all sizes

Level up your Classroom with apps

Discover a world of apps that seamlessly integrate with Chromebooks and Google Workspace for Education.

How Classroom can make a difference for you

Classroom can be learned in minutes and serves all types of learners and educators, regardless of their tech savviness. Empower educators, and encourage adoption and proficiency with new tools and techniques, with a broad range of resources.

Teachers can immediately set up classes, easily create coursework, distribute it to the whole class, and grade it efficiently and transparently.

Admins have as much control as they need while they access and analyze their data for insights and choose from a range of upgrade options for additional capabilities to fit their specific needs.

Need more information about Classroom?

Bring all of your tools together with Google Workspace for Education

Google Workspace for Education empowers your school community with easy-to-use tools that elevate teaching, learning, collaboration, and productivity - all on one secure platform.

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Classroom Management Tools & Resources - Google for Education

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Get started with Google Classroom, a central hub for tools and resources designed to help educators manage classrooms and enrich learning experiences.

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includes immersive reading tool with translator + read aloud, supports more than 50 languages

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Save time. Organize. Collaborate. OneNote Class Notebooks have a personal workspace for every student, a content library for handouts, and a collaboration space for lessons and creative activities. Sign in with your Office 365 account from your school to get started. Organize your lesson plans and course content in your own digital notebook.

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Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning

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A tool students can utilize during and out of class in order to translate for assignments. Students are welcome to brainstorm and put together their project using their home language or whichever language they feel most comfortable using. I will encourage students to get comfortable learning to translate for their final products. They will not be required to translate everything and including their native within their project will actually be encouraged. Supports 133 languages

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Google’s service, offered free of charge, instantly translates words, phrases, and web pages between English and over 100 other languages.

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engaging translated articles for presentation research

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"Newsela makes the content accessible to all learners. Being able to adjust the lexile level helps to ensure that all learners have access to the same content. Also, there are options to translate articles into Spanish, which has allowed our Spanish teachers to use articles to teach grammar and culture using Newsela."

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Solutions for every subject, student, & school: Newsela 2021

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Learn about how every piece of content or text set from Newsela is vetted and reviewed to ensure alignment with your specific state or local standards.

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Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

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Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include: appropriate use of instructional technology, including assistive technology; applying principles of UDL and MTSS; use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners; appropriate modifications for students with disabilities in the general education classroom; opportunities for students to support each other in learning; and use of community resources and services as applicable.

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Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.

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more translated articles!

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America's reading comprehension crisis.

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Sentence Stems for Reading Comprehension 

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Sentence Stems for Reading Comprehension 

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provide entry points for students to get involved within class discussions by utilizing sentence starters and other framing tools

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Developing Multilingual learners' reading and writing abilities 

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Developing Multilingual learners' reading and writing abilities 

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Found this awesome step by step guide for how to develop the writing and reading abilities of multilingual learners :)
this whole website also has a bunch of resources for translanguaging

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Multilinguals perceive the world differently than monolinguals. When emergent bilinguals read, write, learn, and communicate, they draw from linguistic repertoires that are rich in a variety of linguistic features. Students' unique bilingual perspectives must be recognized and celebrated by teachers. In the literacy classroom, teachers must design instruction in ways that encourage students to use their entire linguistic repertoires and highlight their bilingualism as an asset.

In discussing texts, teachers can develop students' identities as bilingual readers and writers by asking a range of questions and setting up activities that bring to the surface the very aspects of bilingual students' identities and experiences that are often left out of the classroom. Setting up opportunities for students to talk about how they bring their unique bilingual readings to a text changes the conversation and brings forth new understandings. This means that students have more opportunities to take ownership of their reading and writing experiences.

The writing process of bilingual students is also enriched when they use multiple modes of language (reading, writing, listening, and speaking), and their full linguistic repertoire to navigate it. It is critical that students use their bilingualism in the writing process, as well as a literary device in their writing.

Click here to access " A translanguaging pedagogy for writing: A CUNY-NYSIEB guide for educators ".

Here are five principles that can guide teachers in designing an environment that fosters students' identities as bilingual readers and writers.

1. Start from students' language practices and bilingual readings of text

No matter the structures of the classroom, teachers can make space for linguistic flexibility when reading and writing with bilingual students. Teachers can begin by modeling how to use their bilingualism to make sense of texts.

Regardless of the language of the text, it is important to encourage students to use their full linguistic repertoire at all times to engage with texts and to provide opportunities for students to bring their bilingual experiences into their analyses of texts, as well as in their writing. For example, when encountering an aphorism, teachers could discuss whether it still makes sense when translated to a different language and then have students share aphorisms with a similar meaning from their home languages. When students write a narrative, they can use dialogue that reflects the language practices of the characters.

It is also fundamental to organize reading experiences so that they are more student-led and collaborative. Since language is so tied to who we are (and who families and communities are), this flexibility also means that students may feel more comfortable sharing parts of themselves and their experiences as they read.
To bring students' language practices into their literacy experiences:

Encourage students to articulate their bilingual readings of texts

Model how a bilingual analysis of texts can allow for more profound enjoyment of texts

Remind students that they can leverage their bilingualism to enjoy a wider selection of texts

Develop students' competence to choose when to use specific linguistic resources

Foster a culture of inquiry, authenticity, and reflection in the classroom

2. Choose Texts Thoughtfully

To foster students' bilingual reading identities, it is essential that students encounter culturally, linguistically, and personally relevant texts. They also need to be exposed to texts that explore and represent a variety of cultural and linguistic experiences. These might include texts that were originally written in the target language, books that contain both English and the language other than English (LOTE), and books that use translanguaging in a variety of languages. Bilingual authors can be students' mentors who teach them how to use their bilingualism to enrich their writing.

Here are some readings that could help educators select appropriate books for their classrooms: https://www.cuny-nysieb.org/translanguaging-resources/culturally-relevant-books-and-resources/

3. Leverage students' metalinguistic & multilingual awareness

It is fundamental to provide opportunities for students to think and talk about language and how it is used. Teachers can start by having students reflect on what they observe about language use in their communities in order to make connections to how authors use language. It is critical that teachers also model questions that encourage students to think about how languages are valued in society.

In addition, as children read and write, they can explore the relationships between languages (Chinese, Spanish, Arabic, Bengali, English). Fostering metalinguistic awareness helps children to develop an understanding of and an ability to talk about language, both within and across language systems. It improves their ability to compare languages in terms of words and sentence structures, as well as their capacity to develop their conceptual knowledge and skills.

For example, teachers can place multilingual versions of texts side by side and ask questions that hone students' metalinguistic awareness and linguistic flexibility.

When reading texts that use translanguaging as a literary device, it is essential to model the kinds of questions that a reader might ask to prompt students to think about the author's choices and to think about how they can use language.

4. Go beyond the text through linguistic and cultural extensions

It is important to encourage students to re-envision texts in ways that align with their bilingual and bicultural realities. In order to do this, teachers should ask students to re-imagine texts using their own language practices and local knowledge (i.e., alternative endings, new points of views, etc.).

They also should provide opportunities to re-present texts (Walqui, 2006) in new genres, using new characters and voices. The process of re-presenting a text requires that students analyze the text and add their own meanings and interpretations as they extend it to create something new. During this process, it is fundamental to encourage students to flexibly use multimodal forms of communication so that they can enrich their re-presentation by using images, sounds, music, and any other semiotic devices that are part of their everyday lives.

5. Foster Bilingual Orgullo (Pride)

At the heart of developing bilingual reading and writing identities is the need to emphasize that being bilingual is a wonderful thing-within and beyond the school setting. In the classroom, teachers should regularly remind students that their bilingual perspectives give them an advantage in reading and writing. Educators must stress how, as bilingual readers, students have an advantage in using metalinguistic strategies to analyze text and, as bilingual writers, they can use their languages as literary devices.

Learning about bilingual authors and their journeys can set the stage to explore students' bilingual and bicultural identities in a way that leads to a deeper understanding of and pride in their own bilingualism.

For more information about Latino authors, see The CUNY-NYSIEB Guide to Translanguaging in Latino/a Literature.

Acknowledgments

This CUNY-NYSIEB resource was created by Gladys Aponte and Laura Ascenzi Moreno. Ofelia García, Kathryn Fangsrud Carpenter, Cecilia Espinosa, Zoila Morell, Kate Seltzer, Ivana Espinet, and Maite Sánchez, served as advisors to the authors. We would like to give special thanks to the teachers and administrators who provided feedback on this resource.

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Developing Students' Identities as Bilingual Readers and Writers

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Multilinguals perceive the world differently than monolinguals. When emergent bilinguals read, write, learn, and communicate, they draw from linguistic repertoires that are rich in a variety of linguistic features. Students' unique bilingual perspectives must be recognized and celebrated by teachers.

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students can add images and text for presentations

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Google Slides: Online Slideshow Maker | Google Workspace

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Use Google Slides to create online slideshows. Make beautiful presentations together with secure sharing in real-time and from any device.

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Discusses the loss of a variety of African countries' cultures and languages due to the kidnapping and enslavement of African people. I would like to center anti-Blackness within my curriculum by centering Black experiences, history and issues.

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Discusses the importance of leveraging what students already know: their language, culture, identity, history etc. in order to make meaning of new concepts learned within the classroom

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Rejecting and combating the notion that multilingual learners are a monolith and actually have a variety of learning experiences and differences that must be understood in order to ensure effective teaching

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slide templates for customizing presentation slides

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Free Culture Google Slides themes and PowerPoint templates

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Download and customize our Culture-related Google Slides themes and PowerPoint templates for inspiring presentations ✓ Free ✓ Easy to edit ✓ Professional

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Leveraging student prior cultural experiences in order to prompt conversations about social justice

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includes infographics, a transcript and points within the description that students are able to copy and paste into google translate

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5 Presentation Tips for Students w/Templates

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a website curated by BHS that includes a variety of resources for multilingual learners and their families

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Welcome to the official website of the Multilingual Program at Berkeley High School!

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translanguaging guide for educators to share with colleagues and for reminders :)

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students are able to brainstorm, develop and present in language they feel most comfortable 

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students are able to brainstorm, develop and present in language they feel most comfortable 

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infographics, images, written, verbal cues 

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infographics, images, written, verbal cues 

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Translanguaging Strategies for the Classroom

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Translanguaging Strategies for the Classroom

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page 15-16

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school chrome books to access translation tools and other online resources 

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school chrome books to access translation tools and other online resources 

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student devices (cellphone, ipad, computer etc.) to record oral responses + access translation tools 

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student devices (cellphone, ipad, computer etc.) to record oral responses + access translation tools 

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I will model the culture presentation before students are expected to do theirs 

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I will model the culture presentation before students are expected to do theirs 

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my presentation would be on the United Farm Workers since my family has a history of agricultural work in Oxnard, CA dating back 4 generations

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Students will work individually or with a partner in order to create a presentation/project about their cultural background. They can select any aspect from their culture they would like to present on. A historical event that impacted their community. A sacred tradition. A cultural holiday. A dance that is traditionally practiced. FOOD! The presentation could be presented in various modes: video, slideshow etc. Students will just be required to share with the class, they can do this in their home language or whichever language they feel most comfortable.

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How can I apply a translanguaging lens to a culture unit within a 9th grade ethnic studies class?

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How can I apply a translanguaging lens to a culture unit within a 9th grade ethnic studies class?