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Translanguaging and the Writing of Bilingual Learners

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Translanguaging and the Writing of Bilingual Learners

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This article looks at how bilingual elementary students who speak Spanish and English or Korean and English use translanguaging during writing to develop their ideas and express themselves more completely. The authors say that translanguaging lets students draw on all their language skills, which helps them improve their academic writing and sense of identity. This study is relevant to my research because it shows that translanguaging affirms students’ languages and voices in the classroom.

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Translanguaging and the Writing of Bilingual Learners

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This article makes the case for using translanguaging in developing the academic writing of bilinguals. It reviews the emerging literature on learning and teaching theories of translanguaging and p…

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Ofelia García – Translanguaging in Bilingual Education

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Ofelia García – Translanguaging in Bilingual Education

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Ofelia García describes translanguaging as a new way to view bilingualism—where students use all their languages flexibly to make meaning. This source explains the theory behind translanguaging and supports my understanding of its academic and identity benefits.

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Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students

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Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students

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This article explores how translanguaging works as an inclusive teaching approach in English-medium science and math classrooms. The authors explain that teachers use students’ languages, gestures, and visuals to help them understand lessons and question monolingual practices. This is relevant to my research because it shows that translanguaging helps students feel recognized and supports their learning, especially in subjects outside of language arts.

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Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students - Research in Science Education

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In English-medium instruction (EMI), English-as-a-second-language students will learn all/some subjects through English. Although there are a considerable number of studies which explore classroom interaction in Hong Kong (HK) secondary EMI schools, few studies have investigated EMI lessons which involve South Asian ethnic minorised students.

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Translanguaging: Utilizing Home Languages in Classroom Instruction

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Translanguaging: Utilizing Home Languages in Classroom Instruction

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This video shows how K-12 teachers include students’ home languages with English during lessons. For example, they let students discuss in their home language, use visuals in different languages, and encourage students to explain ideas to each other in more than one language. This is a clear example of translanguaging in daily classroom practice, so it fits well in the “Classroom Practice” category for my inquiry.

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Translanguaging: Utilizing Home Languages in Classroom Instruction

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Translanguaging and Early Childhood Education in the USA: Insights from the CUNY-NYSIEB Project

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Translanguaging and Early Childhood Education in the USA: Insights from the CUNY-NYSIEB Project

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This chapter looks at early childhood classrooms in U.S. dual-language programs, focusing on how teachers and young bilingual students use translanguaging during play, storytelling, and daily routines. The findings show that children’s home languages and cultural knowledge are seen as strengths, and that translanguaging can become a regular part of teaching, even with very young learners. This resource is a good fit for the “Classroom Practice” category because it gives clear examples of translanguaging in early childhood settings.

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In this video, teacher Efraín Tovar from Abraham Lincoln Middle School in Selma, California, builds a welcoming classroom by encouraging English language learners to use both their home languages and English. This approach helps students develop their language skills and feel a stronger sense of belonging and identity. It also connects to my inquiry by showing how translanguaging can work well in U.S. classrooms to support students who are learning English.

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Making Space for Native Languages in Newcomer Classrooms

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When English language learners are given consistent opportunities to practice their home languages in class, their English proficiency flourishes—along with their sense of belonging and identity.

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This page offers policy updates and guidance for New Jersey educators who work with multilingual learners. It highlights language equity and inclusion, and explains how translanguaging supports advocacy and student rights in bilingual education.

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Home About Us Executive Board Nominations Spring Conference Other Conferences Seal of Biliteracy Advocacy Chapter News Membership Application Discussion List Information Awards & Scholarships Scholarship Donation Helpful Links Online Teaching Resources Voices Newsletter Executive Board Privacy Policy NJTESOL-NJBE By-Laws Approved 2-7-2020 Contact Us

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Infographic – Benefits of Translanguaging

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Infographic – Benefits of Translanguaging

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This infographic shows how translanguaging can boost engagement, support cultural identity, and promote fairness. Teachers can use it as a simple tool to help explain the value of translanguaging in their schools.

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The 2012 Amplification of the WIDA English Language Development Standards, Kindergarten-Grade 12, represented the social, instructional, and academic language students might need to engage with peers, educators, and the curriculum in schools. The 2012 Amplification included examples of how language could be processed or produced within a particular context through Model Performance Indicators (MPIs). MPIs were meant to be examples and not fixed guidelines of the language with which students may have engaged during instruction and assessment.
WIDA intends to fully retire the 2012 Amplification of the WIDA English Language Development Standards, Kindergarten-Grade 12. However, we recognize that all member SEAs have different timelines for implementation of the WIDA ELD Standards Framework, 2020 Edition. With that in mind, the 2012 Amplification will remain in the Resource Library so that educators whose SEAs are still using it may access it as needed.
Resource Details View Download Now

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The 2012 Amplification of the WIDA English Language Development Standards, Kindergarten-Grade 12, represented the social, instructional, and academic language students might need to engage with peers, educators, and the curriculum in schools. The 2012 Amplification included examples of how language could be processed or produced within a particular context through Model Performance Indicators (MPIs).

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No Child Left Bilingual: Accountability and the Elimination of Bilingual Education Programs in New York City Schools

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No Child Left Bilingual: Accountability and the Elimination of Bilingual Education Programs in New York City Schools

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This study looks at why school principals choose specific language education policies. Researchers interviewed staff at 10 city schools that recently switched from bilingual to English-only programs. The results suggest that pressure from test-based accountability under No Child Left Behind led many schools to adopt English-only policies. The article discusses how these changes affect bilingual education and calls for a review of current accountability measures to better support bilingual students.

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Embracing Spanglish as Translanguaging with Alexandra

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Embracing Spanglish as Translanguaging with Alexandra

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In this video, a teacher from Colorado talks about how she first discouraged Spanglish in her classroom but eventually came to see it as a valuable way for students to use their home languages. She explains how letting students use Spanglish helps create a more welcoming and genuine classroom. The video offers a personal look at how translanguaging can benefit both students and the school community.

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Embracing Spanglish as Translanguaging with Alexandra Medrano