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Lumen Learning | Open for student success

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10 Benefits & Uses for Technology in the Classroom | Lumen Learning

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Learn more about the benefits of technology in the classroom and how it can be integrated in unique and effective ways.

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How to Integrate Technology into the Classroom

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How to Integrate Technology into the Classroom

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Across both articles, the authors emphasized two fundamental ideas about how to embody a translanguaging practice for multilingual learners as it comes to writing, and they are to prioritize writing for authentic audiences and contexts and to ensure writing is conducted in multimodal representations (visual art, music, technology, and multiple languages).

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From the author of our textbook "The Translanguaging Classroom"

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From the author of our textbook "The Translanguaging Classroom"

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This video highlights how to value students' whole linguistic repertoires by knowing your students and working with their whole language sets and not making the transition to English right away if that won't serve them.

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EP 4 -- Teaching Bilinguals (Even if You're Not One): Knowing Your Students

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Tech giants Google, Microsoft and Facebook are all applying the lessons of machine learning to translation, but a small company called DeepL has outdone them all and raised the bar for the field.
Its translation tool is just as quick as the outsized competition, but more accurate and nuanced than any we've tried.

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DeepL Translate: The world's most accurate translator

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Translate texts & full document files instantly. Accurate translations for individuals and Teams. Millions translate with DeepL every day.

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“Fostering Critical Translingual Writing in an Elementary English Dominant Classroom”

By Cori Salmerón and Jessica Kamphaus

Nov 2021

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LA_Volume_99_Issue_2_Fostering Critical Translingual Writing in an Elementary English Dominant Classroom.v1

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“A Translanguaging Pedagogy for Writing: A CUNY-NYSIEB Guide for Educators”

By Cecilia Espinosa , Laura Ascenzi-Moreno, and Sara Vogel

May 2016 | CUNY-NYSIEB. The Graduate Center, The City University of New York

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Instructional Moves that Support Critical Translingual Writing

Supporting students to examine their own linguistic repertoires

Positioning students as linguists

Providing authentic audiences and products

Incorporating students’ translanguaging into mini lessons

Noticing and naming translingual writing partnerships and products

Salmerón and Kamphaus, 2021, p. 91

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Relevant Quotes that Exemplify my Translanguaging Stance in the Classroom as it Comes to Writing

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Relevant Quotes that Exemplify my Translanguaging Stance in the Classroom as it Comes to Writing

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“For the emergent bilingual student, meaning-making is only possible if they can participate by utilizing their entire linguistic repertoire, what is called translanguaging (García & Li Wei, 2014). To truly encourage authentic writing and learning, teachers can create spaces for translanguaging in their classrooms (García, 2012)” (Espinosa, Moreno, and Vogel, 2016, p. 7).

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Espinosa, Moreno, and Vogel, 2016, p. 60

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Multimodal compositions and the opportunity to integrate one's full linguistic repertoire are essential to valuing student's whole linguistic identity and valuing the world 21st century students are growing up in, and moreover, engaging with writing in.

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Espinosa, Moreno, and Vogel, 2016, p. 49

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"Exit slips are tools that can be used to help the students use writing to think about new concepts learned, to reflect upon what was learned, to think critically and pose questions about the information learned. Exit Slips can be utilized in the content area classes as tools to reflect upon content learned and to think critically." Students can write in whatever language(s) they choose, and this can help form the teacher's future instruction.

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Espinosa, Moreno, and Vogel, 2016, p. 15

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Authentic Writing Tasks (i.e. letters to families and interviews)

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Authentic Writing Tasks (i.e. letters to families and interviews)

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“Emergent bilinguals in elementary school need to have opportunities to write for authentic audiences, even if this means the teacher has to carve out some time from the busy curriculum” (p. 15). Students need to have investment and curiosity in their writing to see that it has a purpose and that it is not just another random skill that must be learned in school. It’s a meaningful and essential part of life. Knowing who they are writing to and for will also support the development of their bi/multilingual voice.

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Espinosa, Moreno, and Vogel, 2016, p. 15

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The authors state that it is imperative for multilingual children to write daily in journals or in the form of free writes to simply allow their ideas to flow, in whatever languages or mixture thereof they choose to. They note that there will be plenty of time to edit for clarity, imagery, grammar and syntactic conventions, but that it is imperative that students build the practice of writing fluidly everyday, even if they have not learned all of their letters yet. Implementing free writes or guided writes for 3-10 minutes everyday in whatever language they choose will boost their confidence and strength as writers.

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Espinosa, Moreno, and Vogel, 2016, p. 23

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Students copy important quotes from the text they are working with and write their responses, utilizing their full linguistic repertoire. Peers can respond in whatever language(s) they are most comfortable in as well, and generate meaningful conversation in whatever means is most authentic to them.

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“Rather than limit themselves to engaging in the writing process entirely in one language or another, which can stifle cognitive processing and expression, multilinguals may, for example, plan and take notes bilingually, even if their goal is to compose a formal essay in one language. They may speak about their ideas with peers in a particular language, but may compose bilingual texts inspired by those conversations. Through such acts, multilingual writers create a space to re-appropriate and resist traditional, monolingual academic discourses, and through it construct spaces for rhetorical efficacy” (Espinosa, Moreno, and Vogel, 2016, p. 8).

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With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.)

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With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

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Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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Write opinion pieces on topics or texts, supporting a point of view with reasons.

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Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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TPE 1: Engaging and Supporting All Students in Learning

TPE 2: Creating and Maintaining Effective Environments for Student Learning

TPE 4: Planning Instruction and Designing Learning Experiences for All Students

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While my third grade class is predominantly monolingual, a translanguaging stance is essential in every classroom and will inform my methods in my future classrooms.