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1.Brief introduction:The Strategy I choose is building background with preview-view-review. As all builders know, it is important for students to have a fundamental knowledge on one topic, helping they fully understand it and apply it.

When people touch with one knowledge/meaning, it is pleasure to read its pertinent texts in home language, which is easier to get the nature of the term …….and then the contents that teachers gave are all in English. Finally ,when reviewing , they should transform what they learned into home language and output it.
2.How to use:
I will give one topic to the students 2 days advance: such as one paradigm:positivism and then  I will provide articles and one lectures both in Chinese, with anticipation guides, which help students to preview important ideas ,topics or themes they will encounter in a unit.

Besides, K-W-L chart(Figure 1) is also be provided, recording their previewing process. Then ,Keep K-W-L chart updated in the whole-class, and require them to record what they have learned in English, which will help them to view relationships between both their background knowledge and new content and between their multiple languages when K-W parts are written in home language, After the view part, the most direct way to assess their master level of content in the classroom is asking students to discuss or summarize the knowledge they learned with/to peers or family members, if they could understand, congratulation! You succeed!
3.Challenges(teachers/students)

Teachers: the preview assignments cannot be supervised, and the efficient cannot be promised, which is difficult to pay attention to every students’ feedback in the class.

Students:

It is hard for some of them to connect the contents taught in English with the articles in Chines greatly. The code-switching may confuse them and finally collapse in English improvement.

Figure1:

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The strategy: Multilingual reading partners: reading groups

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The strategy: Multilingual reading partners: reading groups

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Brief introduction: Let students read to a text together in English and discuss meaning in any language.

Implementation: This lesson is for grade five (primary school) Chinese students in China. Firstly, give students an English text and then let them think about the questions respectively below. Later, I will give them some time to discuss the answers in group with any language and then, I will ask someone to answer or share their ideas. Challenges: Maybe when I ask students to use any language to discuss, I will hear different languages and some of them I don’t understand. So it will be difficult for me to know what they say.

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1. Briefly describe the strategy your selected:

I select Community Study as my translanguaging strategy which focuses on Multilingual Ecology. As Celic and Seltzer ( 2012 ) said, “a community study is a way for all students—bilingual and English speakers—to investigate what languages and scripts are visible in their community”. Students in this way are allowed to use authentic materials in their their mother tongue which occurred in their own communities so that they can deepen their understanding about the content area in the classroom.

2. Explain in detail how you would plan to use this particular translanguaging strategy in a microteaching task

Imagine the former class was talking about the Halloween in English. Half of the students in this class are French-English speakers, who seldom speak English in their homes. After this class, teacher asks some students to read some newspapers in French which report the experiences of Halloween, and find some words which have the same meaning as the English words they have just learnt. And then students can fill the chart below.

3. Show authentic artifacts (oral, written or text) you might use in your lesson and describe them fully
Next day, some students can bring this chart into the class and show it to the other students.

4. Challenges:

Some of the students are French-English speakers but there are still some students who only speak English. This activity maybe futile to them.

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Multilingual Collaborative Work: Reading Groups (Sirui Long)

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Multilingual Collaborative Work: Reading Groups (Sirui Long)

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Brief introduction: Students will work in guided reading groups, book clubs or literature circles to discuss a text collaboratively, and have peer reviews. There are three strategic ways for teachers to decide which language should be used in different parts.

Implementation: In an 8th grade ESL classroom, students are all Chinese-speakers who have a similar reading level in English. First, I will give all students a particular English story text to read in guided reading groups, and then listen to the English record of this story. Next, the students discuss the main content and meaning of the story in Chinese and try to write them done. Finally, each group will be asked to translate their summary and ideas into English and speak to the whole class.

Authentic artifacts: The Christmas Presents from O. Henry’s Short Stories, which published by Foreign Language Teaching and Research Press. It is a short English story talks about two young people in love sell the important things in order to buy Christmas presents for each other. I hope students could summarize the story and talk about what theme this story want to express.

Evaluation: While following this strategy to implement the activity, student may be easy to be boring and absent-minded after discussion, for sometimes each group just comes out similar ideas and repeats it again and again.