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My context is a general education kindergarten classroom in San Diego Unified School District. My students speak English and Spanish. After communicating with families and giving them a home language survey, I understand how my students use language across different contexts and relationships in their lives.

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Language Use in a Multilingual Class: A Study of the Relation Between Bilingual Students' Languages and Their Meaning-Making in Science 

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Language Use in a Multilingual Class: A Study of the Relation Between Bilingual Students' Languages and Their Meaning-Making in Science 

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"In this study, we examine how bilingual students in elementary school use their languages and what this means for their meaning-making in science. The class was multilingual with students bilingual in different minority languages and the teacher monolingual in Swedish. The analysis is based on a pragmatic approach and the theory of translanguaging. The science content was electricity, and the teaching involved class instruction and hands-on activities in small groups."

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These could be used in a pocket chart or during a lesson.

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TPE 1: Engaging and Supporting All Students in Learning

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TPE 1: Engaging and Supporting All Students in Learning

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Apply knowledge of students, including their prior experiences, interests, and socialemotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning

By facilitating translanguaging in a weather unit, students can access their schema of weather knowledge with words that are familiar to them. All students come with background knowledge of weather from experiencing the world and nature. With translanguaging, all students will have the opportunity to use their background knowledge and express it using their full language repertoire.

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K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

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TPE 3: Understanding and Organizing Subject Matter for Student Learning

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TPE 3: Understanding and Organizing Subject Matter for Student Learning

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Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.

Using data from comprehensive home language surveys (where students use language and with who), I will choose which words and resources I use in Spanish and which I use in English in my instruction on weather.

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K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

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TPE 3: Understanding and Organizing Subject Matter for Student Learning

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TPE 3: Understanding and Organizing Subject Matter for Student Learning

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Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum.

I will use and create graphic organizers, visuals, and word walls to facilitate and support translanguaging surrounding weather. I will use translation websites and dictionaries when necessary.

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This poster can be used as a visual reference/ scaffold for students.

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"This research was designed to determine the value of implementing a hands-on, inquiry science curriculum in classrooms where elementary children are developing second language skills along with their first language skills."

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¡Lluvia! / Rain!  (Español - Bilingual Books)

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Read Aloud: I See Winter/ Veo el invierno

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Read Aloud: I See Winter/ Veo el invierno

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I See Winter / Veo el invierno (English)

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Spanish / English / Bilingual Kids Book Read Aloud / The Book of Seasons by Provensen

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Rosie & Andy: Spanish for Kids- Bilingual Lesson: Weather / El Tiempo

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Reimagining Science Lessons Through Translanguaging 

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Reimagining Science Lessons Through Translanguaging 

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"To integrate a translanguaging approach in the classroom, teachers must recognize the language demands present in a particular unit, lesson, or moment in science instruction—including how language is used to engage in specific SEPs—and then find ways to leverage students’ multiple sensemaking resources." (pg. 27)

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Reimagining Science Lessons Through Translanguaging 

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This resource has metalinguistic charts and examples of bridges between Spanish and English language (illustration, side-by-side, and as se dice) specifically for lessons on seasons, insects, and weather.

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Using translanguaging to teach vocabulary across the regional language, the national language, and English

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Using translanguaging to teach vocabulary across the regional language, the national language, and English

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"In this study, the researchers first discuss why vocabulary and morphological awareness are important for developing reading skills. Second, they explain how translanguaging can help develop this knowledge. Third, they describe their pedagogical experiment (what they did in 5th and 6th grade classrooms), and report the results both in terms of test scores and students’ feedback on how they liked the lessons."

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Using translanguaging to teach vocabulary across the regional language, the national language, and English

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In this week’s post, I summarize a single reading on pedagogical translanguaging for teaching vocabulary and morphological awareness across 3 languages. Why 3 languages? It is quite common fo…

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The Official Translanguaging Guide (pgs 103-104)

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The Official Translanguaging Guide (pgs 103-104)

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"In December, a 1st grade general education teacher launched a science unit of study, Weather and Seasons, with a focus on winter. She planned to read aloud a number of Big Books, trade books, and children’s literature related to winter to deepen students’ understanding of the New York science standards for this unit. The teacher had several EBLs who spoke Spanish, so she looked for winter books that had bilingual versions..." (p.103)

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Applying a Translanguaging Lens to Kindergarten Weather 

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Applying a Translanguaging Lens to Kindergarten Weather 

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"Carla’s stance encourages students to value their dynamic bilingualism, the way they speak with all the features of their language repertoires, and to continue developing language practices for academic purposes. This also makes it possible for Carla’s students to develop strong bilingual identities. Carla’s stance contributes to the students’ socioemotional growth and academic learning" (pg. 74)

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How and When Did You Learn Your Languages? Bilingual Students' Linguistic Experiences and Literacy Instruction

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How and When Did You Learn Your Languages? Bilingual Students' Linguistic Experiences and Literacy Instruction

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"Because of the limitations of the native language and na-
tive speaker constructs, educators should not focus on
static linguistic identities as the basis for instruction. A
more relevant knowledge base for literacy instruction is
an understanding of students’ diverse linguistic experiences." (pg. 2)

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SpanishDictionary.com is the world’s largest online Spanish-English dictionary, translator, and reference tool.

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"My Language Profile" Home Language Survey 

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"My Language Profile" Home Language Survey 