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EABH Session 1 - Intro to Translanguaging (Jan 2021) (1)

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EABH Session 2 - Translanguaging & Foundational Skills (Jan 2021) (1)

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Working as teams, consider ways to make connections across languages to support foundational skills (phonics/grammar)

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Pk- 2 Foundational Skills Translanguaging Planning Sheet - EABH

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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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Consider your Central Idea and Learning Goals for your Unit of Inquiry. Where might you plan intentionally for translanguaging across the unit? What Translanguaging Goals might you plan for throughout the unit?

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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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Make a copy. Complete personal rating. Discuss team rating in break out rooms.

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

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Reflection Questions EABH Session 1 - Intro to Translanguaging (Jan 2021)

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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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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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What systems and policies could the school put in place to help parents understand translaguaging?
how as teacher could we help smoothen the transition?

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Affirms: The more language, the more brilliant!
Challenges: How to better encourage translanguaging in a cientific and planned way.

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Being a multilingual, I can affirm that  the more languages one knows the easier time they have understanding and learning new languages.

Challenge
How do we encourage language learners to invite the struggle to understand and learn a language without simply relying on google translate and other translation tools?
Kenan

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What about a “common” language to be used for inclusiveness? I worked at a school that insisted on English so that everyone could participate in the conversation (There were few English-only students who often felt left out.)

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I was wondering which kind of connections we can make with a language that we do not know? Like, how can we incorporate the language into our daily practices? Examples would be great! 

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I was wondering which kind of connections we can make with a language that we do not know? Like, how can we incorporate the language into our daily practices? Examples would be great! 

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Once I an activity with my students where they had to research in one language they could read in, and after produce a writing piece in English. Could this be considered a translanguaging activity?

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What about research that encourages separation of language for language development.  For example, one parent only speaks to a child in English and the other parent only speaks to the child in Portuguese.

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We are being paid to provide students with an education in English.  Bilingual education is a different environment.  What is our responsibility here?

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Honoring All Languages     How am I already fostering flexible use of languages?   

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Honoring All Languages     How am I already fostering flexible use of languages?   

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- Cultivate a diverse library

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The post above is exactly what I was thinking. Where is the line between allowing students to speak in their most comfortable language to understand a concept about reading, writing or language, and when do we tell students that they must speak English?

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should we set expectations that they need to write in english twice a week or at least one language?

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I think this is so important for all teachers! Even if you don`t understand the language ;)

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Good for translanguaging, fine.

But, then, it might be difficult for learners with ADHD, dyslexia, dyspraxia and other learning differences that have their executive functions wired differently from their neurotypical peers.

Once could say that you could allow these learners to have multiple notebooks. But, then, they're singled out from their peers which doesn't feel right for some pupils.

Food for thought.

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Languages other than English/ Portuguese

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Languages other than English/ Portuguese

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How to intentionally promote other languages? Spanish, Japanese, Chinese... I guess we have quite a couple of speakers of these languages. And other languages too, of course.

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How can we respect and give voice to other languages in class besides English, but encourage them to learn and speak English at the same time?

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Inclusion, Education and Translanguaging 

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Inclusion, Education and Translanguaging 

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I came across this book and it is free, so I am sharing it. :)
~Luciana

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Working as teams, design opportunities for translanguaging within each part of the writing process.

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What is the fine line or different Btw honouring ESL students and them learning English but also honouring fully multilingual students

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Got- a simple table to help unpack the writing unit through a translanguaging lense

Want-
grade level time with amber to discuss and generate ideas

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Got - How small changes can help us truly implement the principles for translanguaging.
Wants -  grade level time with Amber so we can better connect the WW and UOI using the translaguaging

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Translanguaging is amazing and we do not need to hide it! 

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Translanguaging is amazing and we do not need to hide it! 

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go

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want- more pratical exemples, to see more student work.

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Got - ideas about  how to explore  translanguaging in our class without being a "translator".

Want-  Ideas about how the physical environment can be a source of translaguaging in the classroom.

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EABH Session 1 K2- Translanguaging & Writing Workshop (Jan 2021)

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Article with lenses for planning for translanguaging

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Got > translation isn't a problem per se, but still, translanguaging isn't translation but a celebration of languages and cultures! 💃
Want > just curious to amplify concepts and ideas on translanguaging.

Exciting times to live when DIVERSITY is thought as it really is: wealth, fun, value!
~ Luciana

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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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Translanguaging - should we all be doing it?

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Translanguaging - should we all be doing it?

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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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Working as teams, design opportunities for translanguaging across the writing process.

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I got that ...When we put Translanguaging through the lens of being a THINKER and COMMUNICATOR, I got that explaining the Why is so important when doing grammar and conventions when noticing what is the same and different of languages.

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I got ideas as to how we can use translanguaging throughout the writing process such as sharing to a bilingual audience or having students record an audio of their published stories in another language, as well as revising for translanguaging opportunities in their writing.

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Got: Allow students to write and publish texts in all of their languages

Want:  Encourage the composition of multimodal or multi-language texts

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Got - I was certan

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I got some strategies for the use of translanguing during the writing process.

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More practical examples of how to practice translanguaging inside and outside the classroom.

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Translanguaging needs to be planned.

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Want: Mindset of one block of language that enables me to teach in that same way.
Got: the openness to have students writing in different languages in Portugueses lessons and activities.

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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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EKC

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Translanguanging is not something defined by strict rules. It must be experienced in the classroom in order to allow the students to choose the best way in which they want to communicate/express themselves.

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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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Ideas for Eng-Span that could be explored when thinking about our students other languages.

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Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. While English may share very few cognates with a language like Chinese, 30-40% of all words in English have a related word in Spanish. For Spanish-speaking ELLs, cognates are an obvious bridge to the English language.

Not surprisingly, researchers who study first and second language acquisition have found that students benefit from cognate awareness. Cognate awareness is the ability to use cognates in a primary language as a tool for understanding a second language. Children can be taught to use cognates as early as preschool. As students move up the grade levels, they can be introduced to more sophisticated cognates, and to cognates that have multiple meanings in both languages, although some of those meanings may not overlap. One example of a cognate with multiple meanings is asistir, which means to assist (same meaning) but also to attend (different meaning).

Classroom strategies for teaching cognates

Read aloud

When you read aloud to your students, ask the Spanish speakers to raise their hand when they think they hear a cognate. Stop reading and discuss that cognate. Point out the subtle differences you hear between the Spanish and English words. If you have a French, Italian, or Portuguese speaker in your class, invite them to contribute cognates in that language.

Student reading

As ELLs read their texts, ask them to find three or four cognates and write them on sticky pads. Collect those notes and put them on an OUR COGNATES laminated chart. Before the class ends, read or have students read them to the class. Discuss spellings or sounds that are the same and different between the cognates.

Follow-up activities:

Word Sort

Pair students and give each pair a set of cognate cards: one card has the English cognate and the other has the Spanish cognate. For example:

Have students sort the words. Then ask them what the word pairs have in common and write responses on the board.

Circle Differences

Ask students to indicate which letters are different between the cognates by circling the letters. Alternate between having them call out differences with the teacher circling and occasionally having students come up and circle the differences themselves.

False Cognates

Write examples of false cognates on the board. For example: embarrassed/ embarazada and pie/ pie. Warn students that they might run into some words that are false cognates. These are words that look alike but do not have the same meaning in English and Spanish. Ask the students:

Does anyone know what pie means in Spanish ( foot)? What does the word pie mean in English ( dessert)?

Another example of a false cognate is the word embarrassed in English and embarazada in Spanish. What does embarrassed mean in English (to feel ashamed about something)? Does anyone know what embarazada means in Spanish ( pregnant)?

Give students some cognates and false cognates and ask them to identify each. Examples of false cognates:

Ask students to work with a partner to find as many cognates and false cognates as they can from a given list of words. After they finish, ask partners to share one example of each with the class.

Exaggerate intonation and stress

Cognate words can cause problems for Spanish speakers learning English and vice versa because of different stress patterns in the two languages. Point out how the emphasis changes in the following words:

condition / condición

animal / animal

ability / habilidad

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Using Cognates to Develop Comprehension in English

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Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. While English may share very few cognates with a language like Chinese, 30-40% of all words in English have a related word in Spanish. For Spanish-speaking ELLs, cognates are an obvious bridge to the English language.

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Useful for PK and KG teachers

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Continuum for phonics development

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Spelling Stages - Determining Instructional Focus

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Got--preview a text looking for vocabulary cognates

be deliberate about teaching similar/unique aspects of phonics in mini-lessons or as opportunities arise

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got- practical examples
want- how to balance using both languages, sometimes when we give the choice then we have a student want to use their first language the whole time and they aren't getting the English practice that we need

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I am wondering what other strategies we can use during storytime to help students improving their vocabulary alongside with cognates.
I was nice to learn about the phonological awereness progression.

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Translanguaging Planning Sheet Word Study

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Translanguaging Planning Sheet Word Study

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Working as teams, consider ways to make connections across languages to support foundational skills (phonics/grammar)

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 3-5 Foundational Skills Translanguaging Planning Sheet - Template

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Continuum for phonics development

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EKC

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Spelling Stages - Determining Instructional Focus

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Student example of intentional translanguaging in G5

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Student example of intentional translanguaging in G5

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Agastya

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I got that word study involves a wide range of thinking across languages. I want to do some more ideas about purposefully translating so that it helps to make the target language "sticky".

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Translanguaging in grade 3 during a zoom call.

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Translanguaging in grade 3 during a zoom call.

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Consider your Central Idea and Learning Goals for your Unit of Inquiry. Where might you plan intentionally for translanguaging across the unit? What Translanguaging Goals might you plan for throughout the unit?

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Ideas for Translanguaging Curriculum Planner - Pk-2

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Translanguaging: portuguese&italian

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Got: being able to have a structure to plan for translanguaging for the unit and have a record of it .

Want: To be able to discuss with others besides own team

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EABH Session 3 - Translanguaging & Curriculum Planning UoI PYP (Jan 2021) (1)

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Alice Mol (New Student)

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Ideas for Translanguaging Curriculum Planner - G3-G5

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Got - Able to apply translanguaging ideas to our final projects, using concepts developed in G4 and across 3-5 grade levels

Want - More model texts that support translanguaging for students to have an end-goal or a concrete idea when approaching summative tasks

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I started my teaching career 11 years ago as an English teacher and it was part of the rules at our school that students could ONLY speak English, students would be punished if they were caught speaking their native language, Korean, at school. I am happy to see the world is allowing kids to see being bilingual as a super power and not a curse. I hope that other cultures and curriculums around the world can also catch on to this idea and we will have more bilingual speakers across the globe.

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Goal-setting process...