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Jonsson, C. (2013). Translanguaging and multilingual literacies: Diary-based case studies of adolescents in an international school. International Journal of the Sociology of Language, 2013(224), 85-117.

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Please add any cases that you struggle with in your classroom.

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Please add any cases that you struggle with in your classroom.

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In a vibrant and diverse classroom, Mr. Bohnen, an enthusiastic English teacher, is planning to teach parts of speech to his multilingual classroom. Recognizing the linguistic variety among his students, he employed a range of visual aids, gestures, and examples from multiple languages. He encouraged students to share words from their native languages, highlighting similarities and differences with English parts of speech.

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At Lincoln International School, Mrs. Kimsey is creating a lesson on photosynthesis. The majority of the class are native English speakers with an addition of 4 multilingual learners:

Valentina from Italy only speaks English at school.

Lidiya, from Korea, who’s just arrived with beginner level English.

Rebecca from Russia who had more than 4 years of English learning but continues to need English language services.

Russell, a Korean-American who is fluent in English and Korean.

Mrs. Kimsey, understanding the importance of clarity, used visual aids and incorporated real-world examples relevant to each student's cultural context. However, Lidiya continues to struggle understanding the lesson. In addition, some of her classmates are reluctant to help her because Lidiya seldomly engages in English.

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At Jefferson International School, Mr. Gibson was on duty and saw a diverse group of students, including Aisha from Pakistan, Carlos from Mexico, Yoonho and Jamal from Korea, gathered for a basketball game after lunch. The students were having a lot of fun but the challenge of language diversity and level became evident when Yoonho and Jamal began to use a mix of Korean and English and communicated in a way that others struggled to understand. Additionally, Aisha and Carlos occasionally found it challenging to follow their instructions. Yoonho also encountered language barriers while coordinating plays and only talked with Jamal in Korean.

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Any questions you want us to answer regarding today's session and translanguaging.

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Any questions you want us to answer regarding today's session and translanguaging.

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Multilingual but not making it in international schools.

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Multilingual but not making it in international schools.

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There are many pervasive and detrimental myths about multi-lingual learners that can prevent MLs from experiencing the equitable, rigorous learning opportunities they have a right to expect.

In Dr. Sonia Soltero's book, Schoolwide Approaches to Educating ELLs: Creating Linguistically and Culturally Responsive K-12 Schools, there is an entire section on the nine most harmful and widespread myths - beliefs so damaging they can sever students' connections to their communities and families.

This article summarizes the key insights Dr. Soltero shared during our recent podcast conversation. Highly recommended for pre-service teachers new to the field, admins who want to learn more about dual language programs, and veteran language specialists who want confirmation that they're doing the right things.

Myth 1: Language learners do not need specialized support

The truth is that it takes a highly skilled teacher in both content and language development because dual language education is highly complex. Languages are highly sophisticated, intricate creations of society. To learn a new language requires highly specialized, consistent support.

Myth 2: The "Grandfather" myth

Some people point out that an older relative who did not receive dual language education still survived academically. Since these people coped, why does the current generation need support? Schools offer the best they can from their level of understanding, the argument goes.

In the past, dual language programs did not exist. Older generations missed this learning opportunity, but they still would have benefited greatly from it. Why make the young today suffer if there's a more inclusive, equitable way?

Myth 3: Immigrants refuse to learn English

Immigrants absolutely want their children to learn English - sadly, sometimes at the expense of their own home languages. Dual language programs simply believe that immigrants can and should learn English while at the same time strengthening and expanding their home language proficiency.

Myth 4: The home-learning myth

Some families feel the pressure of wanting their children to be successful at school and in society. The pressure causes some immigrant caregivers to decide to make their home an English-only place. These guardians elect to speak to their children only in English and expect their children to respond in English as well. Sadly, the parents who choose this route often talk less to their children as their English proficiency hampers communication.

English-only practice at home explicitly values English over other languages. This is not only detrimental to academic achievement but also destructive to the linguistic bridge that connects students to their culture and families.

Research supports the opposite approach. The more established the literacy practices in students' home languages, the more successful students will be in acquiring a new language (Cummins, 2014).

Myth 5: Young children learn languages more easily

Not true. Adolescents and adults are better positioned to learn language more efficiently and effectively than young children. The older you are, the more language schemata you have to compare languages, find similarities, and notice differences. In this comparison, adolescents and adults have more tools to learn a new language.

Myth 6: More English is better

This myth is transplanted - inappropriately - from foreign-language programs where teachers advocate for maximum exposure to the language in focus. Take, for example, a student living in British Columbia, Canada. They are learning French, but the community speaks a mix of languages and the main one is English. In this case students have limited opportunities to practice French outside of the classroom. Therefore, they may be exposed to only French during French class.

However, we cannot apply a practice used in foreign language classes to dual language programs. Often in districts that have implemented dual language programs, the language of the community is English. For students who are learning English, simply going about the community already offers extra exposure. Focus your energies instead on creating a welcoming environment.

Myth 7: Speaking equals proficiency

I once was conferencing with a multi-lingual eighth grader to help him gather research for his report. As we looked at the article together, I started to realize that the student could decode the text and read every word, but he did not understand the meaning of the sentence. I thought he was on grade level because his oral proficiency was on par with native English speakers.

Students' oral proficiency can mask their need for better academic language proficiency. We must teach the academic language of our content and not assume that oral proficiency is an indicator of academic mastery. Try writing a model response or even drawing abstract vocabulary to help students grow their tiered vocabulary.

Myth 8: Learning two languages causes confusion

What looks like language confusion is often translanguaging - students borrowing different features (words, phrases, sentence structures, grammatical rules) in one language and using it to communicate in another.

For example, in Lao (my home language growing up), we do not use "s" for plurals. We use a number and an article to express plurals. When a person wants to say five books, the literal translation would be "book 5 unit."

Translanguaging often frightens well-meaning educators who worry that students aren't understanding their lessons or are backtracking on progress. Language specialists should assure their colleagues that translanguaging is not only a natural part of bilingualism, it is also a sign of intellectual growth.

As students develop more language proficiency, they will blend the language features less often. When blending does occur at the highest level of linguistic mastery, it's intentional.

Myth 9: Errors should be corrected immediately

Errors need to be addressed but not necessarily corrected right at that moment. It's more effective and encouraging to model the language and explicitly teach grammar and mechanical conventions.

Returning to the plural example from above, you may notice that you need to teach your students who speak Lao that in the English language, we place an "s" after most words to show something is plural. Then when you notice that your Lao student forgets to use "s," ask them how to say five books in Lao. Then ask them to communicate the same thing in English using an "s."

This combination of modeling and direct instruction allows the point to sink in more deeply without feeling overwhelming or urgent.

Don't let the myths become reality

Sadly, some of these myths become a reality for many language learners. These harmful beliefs find their way into schools and homes. They eventually shape school policies and home practices. Such policies and practices can widen the achievement gap at school and cause students to feel that their cultures are not welcomed or valued in the schools of an English-dominant society.
Resources
Cummins, J. (2014, November 14). Reversing Underachievement among Immigration-Background Students: What Does the Research Say? Politeknik.

Soltero, S. (2011) Schoolwide Approaches to Educating ELLs: Creating Linguistically and Culturally Responsive K-12 Schools. Heinemann Illustrated Edition.

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#135. 9 myths of language acquisition - TanKHuynh

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Dr. Sonia Soltero shares 9 myths about language acquisition from her book A School Wide Approach to Education ELLs.

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Describing someone as having a single-language repertoire means they have a single language toolbox with various languages inside (García & Tatyana, 2016).

Each language we speak is an individual tool in the box that we can use for different contexts, purposes, and audiences.

Some tools are used to break things down while others are used to put things together. Just as the context determines the kind of tool we should use, context also determines the language people use.

In this article, I summarize the key takeaways from Dr. Gini Rojas' discussion of translanguaging during my podcast conversation with her. She was kind enough to also share several resources on translanguaging that you can find in this folder.

What is translanguaging?

Translanguaging is the "strategic use of one language to facilitate the acquisition of the other while immersed in subject-area classes" (Garcia & Tatyana, 2016). The purpose of translanguaging is to empower a person to be multilingual. People "translanguage" when they:

Mobilize multiple languages to process content

Communicate using multiple languages in the same sentence

Choose words, phrases, or sentences from another language to communicate

Why should students translanguage?

Many families from diverse backgrounds want to send their children to school to become multilingual, not to lose their home language in order to acquire English. Translanguaging provides a pathway to acquire English while maintaining and sustaining students' other languages.

Being multilingual is an asset that must be nurtured, not erased. Multilinguals are able to immerse themselves in different cultures, and through this process they develop the ability to view the world from different perspectives. This skill is essential to being a global citizen as people who are perspective-seeking are less likely to be conflict-oriented (Soltero, 2016).

Additionally, being literate in one language supports literacy development in another language. The skills we acquire as we become literate in one language (e.g., sustaining emotional stamina, processing text, producing text, organizing ideas, using transitions, reading with intonation, etc.) can be transferred to another language (Cummins, 1974).

Lastly, allowing students to translanguage is an act of anti-racism. Teachers explicitly communicate that all nationalities are equal and welcomed at schools. Translanguaging helps students realize that English is not the only language of value. When we force students to only speak one language, it limits their participation, which expands the achievement gap.

We want to avoid using language as a reason to segregate a group of students from participating with others. If we segregate by language use, we are contributing to the institutionalized racism often found in our systems of schooling.

When is translanguage appropriate?

Students can use translanguaging to access grade-level content. When a teacher, for example, is teaching in English about the process of photosynthesis, a student can use a home-language text about photosynthesis to establish comprehension and close gaps in misunderstandings.

Translanguaging helps students increase their comprehension of the subject matter so that they can participate in class. And it is participation that will increase their engagement and lead to higher levels of achievement.

Translanguaging moves the students' experiences from can't to can. They simply cannot fully participate in English... yet. But for now, they can certainly still engage if they are given the opportunity to understand the content and process the instructions in their home language.

Encourage students to translanguage when:

they need to understand a vocabulary word

they do not understand the instructions

they have to process a text or video

they want to communicate their ideas

they have to express a need

Forcing students to only use one language not only handicaps them but prevents them from engaging fully in the class as an equal and valued member. When this happens, unfortunately, their assets and talents are hidden from our view, further perpetuating the limiting, can't-based narrative around language learners.

Gini Rojas says, "Translanguaging is the can. Not only the can, but can do at grade level."

How can teachers support translanguaging?

The degree to which students translanguage at school is determined by teachers. When the latter encourage it, students are more likely to do it. When some teachers demonize students' home languages, students will begrudgingly default to English. In the worst-case scenario, students will internalize that their languages and cultures are not as valuable as the English and Anglo-Saxon cultures.

For example, a student enrolled in a school with an English-only policy may perceive English as superior to their home language, and when at home, they will prefer to speak English instead of their home language. With the gradual weakening of their home language usage, the student will lose a valuable connection to their culture.

Teachers can nurture a classroom environment that celebrates multilingualism by:

Having students compare a language concept in English to their home language

Providing a translation of key vocabulary in students' home languages

Displaying work produced in the home language

Allowing students to collaborate using their home language

Encouraging students to use home-language texts and videos to process content

Suggesting to students to write in their home languages

Some teachers worry that if they don't speak a second language, they can't truly be supportive of a translanguaging environment. Not true!
Teachers can be monolingual yet still support multilingualism. Educators do not have to know the language to invite students to engage in content using their home languages. They just have to think of students' languages as toolboxes, and they have to teach students to figure out how each tool works and when to use it.

With translanguaging, context is key.

In the end, translanguaging is less about languages and more about mindsets. Teachers who are inclusive of other cultures and communities are more likely to create space for translanguaging. These teachers focus on what students can do with their entire language toolkit instead of focusing on one tool for all tasks.

We and our students stand to gain much from encouraging students to use their home languages at school. Our students and their communities stand to lose everything if we don't.
References
García, O. & Tatyana, K. (2016). Translanguaging with multilingual students: Learning from classroom moments. Routledge.

Cummins, J. & Gulutsan, M. (1974). Some effects of bilingualism on cognitive functioning. In S. T. Carey (ed.), Bilingualism, biculturalism and education. Edmonton: The University of Alberta Press.

Soltero, S. W. (2016). Dual language education: Program design and implementation. Portsmouth, NH: Heinemann.

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#128. Transforming learning with translanguaging - TanKHuynh

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Describing someone as having a single-language repertoire means they have a single language toolbox with various languages inside (García & Tatyana, 2016). Each language we speak is an individual tool in the box that we can use for different contexts, purposes, and audiences.

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Can we share more strategies for how teachers in subject classes can intentionally plan for translanguaging?

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Can we share more strategies for how teachers in subject classes can intentionally plan for translanguaging?

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When is it ok to use English and not ok?

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I wonder about the balance between encouraging the use of English and allowing reliance on L1 - about strategies/criteria for deciding when it is beneficial for a student to push through in English, rather than default to their L1. How can we effectively encourage students to expand their English vocabulary and language use, while also valuing and incorporating their L1 in a way that supports their overall development?