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A way of teaching (approach to language pedagogy) that affirms and leverages students’ diverse and dynamic language practices in teaching and learning (Vogel & Garcia, 2017).

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Since 2011, CUNY-NYSIEB has developed a wealth of resources which school leaders, teachers, and communities can use to support emergent bilingual learners. The concrete tools and strategies we present here unite theory with practice, and respond to needs identified by our partner schools across New York State.

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Methodology in Language and Translanguaging

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Methodology in Language and Translanguaging

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Jim Cummins - Methodology in Language and translanguaging - Binogi

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A theoretical lens that posits that all users of language, select and deploy particular features from a unitary linguistic repertoire to make meaning and to negotiate particular communicative contexts (Vogel & Garcia, 2017).

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In science, we create a word wall with the key vocabulary for the unit. Each term/word has a image, the English word and the term is the languages represented the class.

For students still acquiring English, they would use this word wall as a reference to engage in classroom discussions and learning experiences.

For students who are fluent in English, the word wall could be used to unpack the term in different languages and have students shared the meaning and significance of the term and how that plant's history, uses and cultural significance. In this case, they are making-meaning using their entire linguistic repertoire.

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Designing Units around Multilingual Culminating Products (Lorelei, Caleb, Melina)

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Designing Units around Multilingual Culminating Products (Lorelei, Caleb, Melina)

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pg. 63 of the Translanguaging Guide

To create a multilingual product (e.g., multimedia presentation, hands-on activities with visuals) to illustrate thinking in multiple ways (i.e., in English and another language of interest or one spoken at home). The guide suggests one of three options: (1) creating one product in English and a different, but related product in another language, (2) translating a product from the home language to English for a defined purpose, (3) creating a product in English and the home language.

For example, a presentation in an English course would be to present a classic novel from a culture of their choice, outlining key passages in both the original language and translated English. This will demonstrate how messages and meanings are conveyed in both languages.

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Students write poetry in 2 or more languages, using poetic devices and/or themes covered in class.

Scaffolding: this helps students who are not yet fluent in English to practice writing, grammar, and vocabulary.

Pedagogy: Students who are fluent in English can engage in reflections about the different connotations in their translations and discuss how it may alter the tone of their writing.

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Culturally Relevant Books and Resources (Jaehyun, Nicole Riding, Kevin, Mia)

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Culturally Relevant Books and Resources (Jaehyun, Nicole Riding, Kevin, Mia)

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Bilingual texts and resources for students, multidisciplinary. One way to implement this with ELL students is in English class book clubs. Teachers can offer a variety of books that decentres Whiteness and colonialism, including books that embrace diversity from a non-colonial perspective -- especially if the author's identities align with your students' identities.

Scaffolding: Translation and translated books, translating short texts/poems/etc.

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Visual Resources (Olivia Z., Nico, Jack, Lydia)

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Visual Resources (Olivia Z., Nico, Jack, Lydia)

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To help students with a variety of backgrounds, educators can use visual podcast "storytelling" or graphic novels to depict content. For students acquiring English, this could act as a scaffold to associate English language to visual familiarities. For students who are fluent in English, a conversation could be initiated regarding the meaning of these images with respect to a variety of languages and interpretations (pedagogy). This would give students the opportunity to reflect on and share with their peers their cultural interpretations and relations to the course content.

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Inquiry Research Using Translanguaging Strategies (World Studies)- Xin Di 

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Inquiry Research Using Translanguaging Strategies (World Studies)- Xin Di 

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In world studies course, for any thematic inquiry research (ex. religions around the world), students can search for primary sources that are in another language that the students grew up (home language). To support ELL students (help scaffold learning), teachers can invite students to read and analyze the source and create a graphic organizer in their home language and then work to formulate takeaways about their inquiry research findings with peers (helping with translations) and present to the class in English.

As a pedagogy and for students who do not need much scaffold, these research inquiries along with the graphic organizers and the presentation could be completed in English, in addition, students can share (ex. how did both english and the student's home language deepened their overall understanding and interpretation of the sources) and teach the class something new that they learned about their home language/culture/history from the primary sources they chose to focus on.

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For English language learners (ELL) in a drama setting, they can either perform or write a monologue in two languages. One being their first language, while the second being in English. While the performers would go back and forth between their languages, for the rest of the class, they could see how performative elements are present through the use of another language (i.e., relationship to one another, pitch and temp of voice). This aspect of monologue work can also be extended to scenes, where ELL students could create a scene that alternates between their first and second languages. Students in this instance would be able to learn how ELL students alternate between languages when they communicate. This presentation would be done cautiously, as the classroom needs to be respectful not only of one’s performance, but also, the language that they speak. In addition, this may be a great opportunity for students and ELL students to learn vocabulary from one another in each parties respective languages.

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Key Terms - Frayer Model Graphic Organizers (Kayla)

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Key Terms - Frayer Model Graphic Organizers (Kayla)

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[CUNY Guide Page 158-164] This four-boxes graphic organizer can be used for teaching EBL/ELL students new key terms/high-frequency vocabulary. This organizer works for terms that are either concrete or more abstract, and can be explained through a definition, characteristics, examples, and non-examples. Each box can be explained in English or a student's home language, and/or both languages, and/or with images.

The attached image is an example of the Frayer Model organizer being used to understand the chemistry concept of "physical change".

This type of organizer can be used as both pedagogy and a scaffold since a teacher can create these organizers for their students, a class can work together to create one together, or students can create individual versions -- whichever best aids in the students' understanding and negotiation of words. They can be hung up on classroom walls to serve as aids or be saved in students' notes.

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Multilingual communication in sports - Mia

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Multilingual communication in sports - Mia

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The Ontario HPE curriculum does not specify in any manner the types of games, sports, and activities that students need to learn, but rather that they acquire skills such as coordination, game tactics, and effective communication. Often, communication during sports is done in English using terms such as 'pass', 'goal', 'defense', etc..

To integrate multilingualism in HPE classes, I would organize an entire unit focused on international sports and games, and have students communicate during drills and games in the native language being used. For example, in fencing, all of the calls and terms are French words, so I would not only encourage students to use these terms as they learn the sport, but also understand where these terms came from and what they mean. This will give students a better understanding of the cultural and historical aspects of games as well as challenge and expand their communication abilities. This will hopefully make students realize how important communication is in sport, and that it can be done in any language.

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When we are describing locations in history and geography courses, we often refer to the "English" names (i.e. we say Spain instead of España). A cool way to integrate translanguaging into the classroom is to encourage students to learn and use place names in their original language. Students who are native speakers of certain languages can teach the rest of the class how to pronounce place names in their original language.

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Multilingual Number Systems in Mathematics (Anagha Vadarevu)

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Multilingual Number Systems in Mathematics (Anagha Vadarevu)

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Reference: page 22 of the Translanguaging CUNY-NYSIEB Guide for Educators

In mathematics we have the opportunity to teach students number systems such as the base 10 number system. We can design a chart with different number systems from different cultures around the world.

For students who are still learning English, they could utilize this chart as a starting point to contribute to their understanding of number systems.

For students who are fluent in English, they could utilize the chart to further their understanding regarding how different cultures around the world utilize number systems around the world, as well they can analyze any similarities and differences in the way the number systems are represented.

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As with many subjects in science, in physics, the origin of the terms used (e.g. electrodynamics, mechanics, vectors, etc.) can give a great deal of insight into the meaning and functionality of said term.

A cool pedagogy to incorporate translanguaging in physics could be to explore the meaning of various words, and their origin, in students' native language. They could then bring this to the classroom and discuss it with the rest of the class, comparing and contrasting with their meaning in english as well.

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In classes including arts, history, and languages for example, students can be encouraged to read or orally share a story of their choice in their mother tongue and then practice translating a summary to other students in the language of instruction. Such a translanguaging exercise could result in benefits unique in either written or oral delivery.

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To help support student learning and understanding, teachers can create a multilingual word wall. In an ELL classroom, multilingual word walls can be created to cater to the different home languages of the students. In doing so, learners can be given a meaningful context to rely on to inform their learning. By being able to connect a word they just learned in English to its counterpart in their native language, students will be able to improve their learning as well as remember the meaning of new words. Moreover, using bilingual word walls can help learners improve their academic vocabulary in both languages.

Such an approach can help support translanguaging by enabling a pedagogy that allows bilingual students to enhance their linguistic repertoire in their spoken languages.

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Integrating translanguaging pedagogy into an English classroom may seem an oxymoronic concept, however, by leveraging a student's multilingual heritage as a resource, the student is then able to enrich their experience in the classroom as well as that of their classmates and educator. For example, the teacher can allow multilingual students to use translated copies of literature works to help enhance their learning and understanding of the work. Students can also be encouraged to compose rough drafts of assessments, reflections and journals in their home language if this will help facilitate their learning.

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Multilingualism for Religious Education (Emily)

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Multilingualism for Religious Education (Emily)

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Religion and culture are closely intertwined. People have many cultural traditions and practices they use in their faith. Thus, to integrate multilingualism in Religious education classes I would encourage students to draw/write their favourite cultural tradition (can be linked to their faith or not) in their first language. They would also have the opportunity to share their traditions and why it is important to them.  Throughout the course, I would incorporate and acknowledge documents written in multiple languages and examine different cultural traditions within faith. I think it is also essential to acknowledge Residential Schools and how Indigenous children had their language and culture stripped from them and discuss the ways in which can learn from this horrible past and form true reconciliation. This may involve bringing in Indigenous speakers.

For a World Religion course, students can learn about different religions and their traditions and languages associated with religions and spiritual groups.

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In music, students can take a song that is in their original language and an inherent part of their culture and translate it to English to help their peers understand what it means. This can not only help ELL students learn the translation of songs they know to English and help their peers learn a song from a culture, but it can also get into how translation works in a song that also has a certain rhythm to it's lyrics. Some songs have been translated to multiple languages but it is not a direct translation because many words, when you translate them, the number of syllables is different in different languages and so it has to be adjusted in order to still fit the rhythm of the song. This could be a great opportunity for students to not only explore a new language and new song, but to compare and contrast the two languages through the translation of the lyrics, which would be a great tool that could guide them in how to approach learning a certain language that may be similar or different from their mother tongue.