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Translanguaging is more than just a method for teaching languages; it's a pathway to understanding and embracing the complexities of multilingualism. It acknowledges the fluidity of language and encourages learners to use all their linguistic resources to make meaning.

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In this video resource, we are able to get a better understanding of what translanguaging is and how we can use it in the classroom. I really like this video because it breaks down how students can do work in their home language, but come back together and discuss their work in English. Incorporating home languages into learning allows bilingual students to get a better understanding of English while also succeeding in the classroom.

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Policy on Translanguaging/home language use 

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Policy on Translanguaging/home language use 

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In the N.J.A.C. 6A:15, Bilingual Education policies. The policy states, N.J.S.A. 18A:35-18. Students in a bilingual education program receive instruction in the primary language of MLs enrolled in the program and in English, while also receiving ESL instruction. Educators use the primary language of instruction to enhance literacy in the primary language and as a support in the development of listening, speaking, reading, and writing skills in English. Students also receive instruction in the history and culture of the 3 country, territory, or geographic area that is the native land of the parents and families of MLs enrolled in the program, and in the history and culture of the United States."

This policy deals with translanguaging and the use of home languages in education!

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Translanguaging In a Mathematical Classroom

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Translanguaging In a Mathematical Classroom

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This article expresses how the use of home language in a math class can help benefit students and their ability to work with numbers. It focuses on translanguaging as a pedological strategy, giving multiple skills and resources on how to work with bilingual students in a math class.

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CPM Educational Program - More Math for More People

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TRANSLANGUAGING IN THE MATHEMATICS CLASSROOM - CPM Educational Program

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It is the middle of the night, and my phone is buzzing. It is the family group chat, and our family members in Manila are starting their day.

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This study focuses on the problems that come with testing ELL's in the classroom. Many students do not succeed on standardized tests due to more than just their language barrier. "ELLs all come from different backgrounds, therefore, they come into schools knowing how to do different things and there are some ELLs who need more guidance with doing certain things". The study further dives into how the use of home languages in the classroom or on testing could dramatically change the success of ELL's.

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Teacher using Translanguaging in the Classroom

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Teacher using Translanguaging in the Classroom

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Andy Brown is an ESL teacher who discusses how he uses Translanguaging in his classroom. He provides his students with problems written in their own language and works "backward" with them to translate it and understand it in English. Andy Brown is a great example of an ESL teacher who takes the policy on translanguaging and incorporates it into his classroom.

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04 Andy Brown  Translanguaging A multilingual Learning

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This data displays the increased numbers of ELLs in America over the past few years stating, that the most popular home language is "Spanish". "The percentage of public school students in the United States who were ELs increased overall between fall 2010 (9.2 percent, or 4.5 million students) and fall 2020 (10.3 percent, or 5.0 million students)". ELLs were also primarily seen in the younger elementary grades than in upper highschool. This data helps to connect the percentages of ELLs in the U.S, displaying how important the policy of translanguaging should be.

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Preprimary, Elementary, and Secondary Education

English Learners in Public Schools

The percentage of public school students in the United States who were English learners (ELs) was higher in fall 2019 (10.4 percent, or 5.1 million students) than in fall 2010 (9.2 percent, or 4.5 million students). In fall 2019, the percentage of public school students who were ELs ranged from 0.8 percent in West Virginia to 19.6 percent in Texas.

Students who are identified as English learners (ELs) can participate in language assistance programs to help ensure that they attain English proficiency and meet the academic content and achievement standards expected of all students. Participation in these types of programs can improve students' English language proficiency, which in turn has been associated with improved educational outcomes. The percentage of public school students in the United States who were ELs increased between fall 2010 (9.2 percent, or 4.5 million students) and fall 2019 (10.4 percent, or 5.1 million students).

Select a subgroup characteristic from the drop-down menu below to view relevant text and figures.

Suggested Citation

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COE - English Learners in Public Schools

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Preprimary, Elementary, and Secondary Education The percentage of public school students in the United States who were English learners (ELs) was higher in fall 2019 (10.4 percent, or 5.1 million students) than in fall 2010 (9.2 percent, or 4.5 million students).

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This article touches on how parents play such an important role in the success of their students who are ELLs. The article also describes how teachers can communicate and interact with parents by either sending them weekly newsletters or assessing themselves as teachers to see if they are comfortable communicating with parents in their home language. The reader can see how to create an inclusive, translanguaging-friendly classroom environment by opening up to parents.

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Translanguaging and Parental Engagement – Theory, Research, and Action in Urban Education

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Cindy M. Bautista-Thomas
The Graduate Center, City University of New York

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This interview with a professor who studies emergent bilinguals and their usage of translanguaging. She grew up in a bilingual community where she experienced dealing with bilingualism in the classroom firsthand. She was "living in a space that was not one or the other" which influenced her studies on translanguaging.

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Translanguaging: Professor Ofelia García in interview with Dr Loy Lising

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This article provides strategies for incorporating translanguaging in your classroom. These ideas include labeling in different languages, stocking yoru library will multiple sources of multi-language media, grouping students based off language ect... Overall, the reader gets a better understanding of how to create a translanguaging classroom.

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5 Ways Teachers Can Create a Translanguaging Classroom

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translanguaging is defined as " the process whereby multilingual speakers utilize their languages as an integrated communication system . It is the only way to create meaning while learning. It is the one thing that everyone needs to do in order to successfully develop their languages, develop their ways of knowing, to develop content, develop their social-emotional identities and for society to develop to a more just and equitable society."

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This page on Facebook includes thousands of different teachers, doctors and specialists who support the use of translanguaging and encourage each other in blog posts. They post information on updated policies, strategies, and tips and tricks on how to create a positive environment in your classroom full of English language leaners.