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What comes to mind when you think about translanguaging? Feel free to post questions, examples, or classroom experiences.

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🌱 Level 1 – Noticing Language Variety

Objective: Students recognise that people use different kinds of talk in different contexts.

Lesson Snippet:
🗣 “Talk Tracker”

Play two short audio clips: one of a casual conversation between friends, another of a teacher explaining something.

Ask students: “What sounds different?” (tone, words, speed).

In groups, list examples of when they switch how they talk (home vs school, friends vs teachers).

End with reflection: “Why do we change the way we speak?”

Outcome: Awareness that language varies by audience, purpose, and setting.

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🌿 Level 4 – Comparing Home Language & Standard English

Objective: Students identify features of their home language(s) and contrast them with standard English at different linguistic levels.

Lesson Snippet:
💬 “Double Translation Challenge”

Choose a familiar proverb or saying from students’ home languages.

Have students translate it into English two ways:

1. Literally (word-for-word)

2. Naturally (how an English speaker would say it).

Discuss differences in grammar, idiom, and tone.

Chart key contrasts (e.g., tense use, articles, directness).

Outcome: Understanding of structural and cultural distinctions between varieties, with respect for each.

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🌳 Level 7 – Sociolinguistic Research & Critical Awareness

Objective: Students examine linguistic, historical, and socioeconomic factors influencing language use and shift in their community.

Lesson Snippet:
📊 “Languages of Our Town” Inquiry

Students survey family members or community elders about which languages they speak now vs. when they were young.

Plot language use changes across generations (simple bar or timeline chart).

Discuss: What caused the changes? (Education policy, migration, prestige, economy, media).

End with a short presentation linking findings to national language policies.

Outcome: Critical understanding of how social forces shape language maintenance and shift — applying sociolinguistic reasoning.

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when i was working at a refugee school, it was filled with mostly children from myanmar. all the teachers spoke english except for one, who spoke both english and burmese. even though the kids would usually be encouraged to refrain from speaking their native language in every instance in order to push them towards english proficiency, this teacher would always be responsible for clarifying anything the other teachers said, in burmese. would this be an example of what we're discussing? teaching in english, and clarifying it in a native language when certain concepts could be better explained and understood that way?

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What kind of activities or strategies can you include in the classroom that incorporates translanguaging?

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Maybe you mentioned but I didn't catch. But how will studying translanguaging contribute to the field of education in Malaysia? What can we do with an understanding/research of translanguaging?

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Capitalise on form overlap between languages. Perhaps incorporating contrastive activities that highlight common base words, spelling patterns and meanings.

Encourage students to draw on connections across all known languages

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Level 1 Example (Noticing different kinds of talk)

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Level 1 Example (Noticing different kinds of talk)

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"The English of my Loved Ones"

Students pick a family member, best friend and/or adult friend.

Interview them about a general topic, transcribe these.

Translate them into standard English.

Student highlights the main differences.

Introduce the idea of an idiolect, how language is tied to identity.

Ask, what do I like about how they speak?

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I was teaching at a 2 month English Camp for student from all over the world. I taught all levels of English to primary kids and secondary kids. It was hard because I only speak English/Malay. My students were from Japan, China, Russian and more. How I would teach is “body language” and LOTS of pictures. I would apply games, hands on activities and sounds because I have no way in communicating with my students. One struggle was they were trained to use google translate. I would limit it only 3 time per use only for emergencies.