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The amount of languages known by a person is linked to his/ her use of grammar. Students who are multilingual are more focused on grammatical structures, while bilingual students are more focused on the content of an utterance (Dolgunsoz, 2013)

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Multilingual students outperform German (first language) students in English. They can profit from a multilingual potential in English classes (BUT this potential is often interfered with bad socioeconomic backgrounds). (DESI study 2009) 

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Multilingual students outperform German (first language) students in English. They can profit from a multilingual potential in English classes (BUT this potential is often interfered with bad socioeconomic backgrounds). (DESI study 2009) 

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Language learning strategy profile of monolingualand multilingual EFL learners (Lydia Mitits)

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Language learning strategy profile of monolingualand multilingual EFL learners (Lydia Mitits)

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·     Monolinguals showed tendency to use affective strategies and metacognitive compensation strategies in comparison to multilinguals who preferred to use beside the affective and metacognitive strategies, the social strategies.

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-get help from other teachers (languages)
-respect and value student´s multilingualism

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Don't exclude languages from your classroom randomly or without good reason to do so.

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try to include unusual languages
(make sure you have students speaking the language)

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Most teachers claim that they think that knowing more than one language is important in today's society, but only a few actually make reference to the languages their students speak (Mitits 2017)

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Most teachers claim that they think that knowing more than one language is important in today's society, but only a few actually make reference to the languages their students speak (Mitits 2017)

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To translanguage or not to translanguage?

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To translanguage or not to translanguage?

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The study shows the importance of the students being aware of their monolingual bias, in order to use the provided translanguaging space freely and to benefit from their first language knowledge (Rasman 2018: 693). Instead of forbidding the use of any other language than English, the teachers should encourage their students to use all their language repertoire to fulfill the given tasks (Rasman 2018: 690)

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Use of Multilingual approach should not be seen as a final product.

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Use of Multilingual approach should not be seen as a final product.

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+ “The multilingual turn necessarily describes a journey and not a final destination" ( (Dr. Jean Conteh et al., 2014)

-Alejandro

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Introduce students to the idea of translanguaging and the advantages it can have for language aquisition (e.g. teach them strategies to find the meaning of unknown words using their language resources)

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Introduce students to the idea of translanguaging and the advantages it can have for language aquisition (e.g. teach them strategies to find the meaning of unknown words using their language resources)

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Textual understanding is transferable between languages (Perge 2017)

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Textual understanding is transferable between languages (Perge 2017)

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Give students an opportunity to express the idea in their L1 if they struggle explaining that in the L2

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The students‘ L1 can be seen as an asset in the EFLC that helps them learn vocabulary, pronounciation, and fluent speaking (Illman & Pietilä 2018: 242-244)

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Media in different languages can be a good way to start multilingualism in your class.

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The study showed that teachers and schools need to get to know how to use multilingualism as a resource and as a strategy for the language learning process. (Meganathan, R. 2018)

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positive interdependence

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Our world is multilingual, so don't pretend that we're all monolingual in your classroom.

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Our world is multilingual, so don't pretend that we're all monolingual in your classroom.

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Make sure that the students are aware of their monolingual bias (Rasman 2018)

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Ask students what languages they know and how well they know them (e.g. by using the self-assessment grid for language proficiency (level A1-C2) in the CEFR

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Ask students what languages they know and how well they know them (e.g. by using the self-assessment grid for language proficiency (level A1-C2) in the CEFR

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Not using translanguaging can lead to stigmatization of language learning (Rasman: 2018)

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Not using translanguaging can lead to stigmatization of language learning (Rasman: 2018)

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provide your students with different languages dictionaries from the library of the school. Or allow them under your control to use their phone. They might understand specific words in their other languages better than they do that in English

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Inviting fuller identities to unfold in school have an important implication for learning and
socializing in schools.

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How can we implement translanguaging in the EFLC?

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How can we implement translanguaging in the EFLC?

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A good way to integrate the students’ L1 knowledge to learn English seems to be to compare structures, pronunciation patterns, cultures, and vocabulary between the respective languages (Illman & Pietilä 2018: 243).

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Why is a monolingual approach not that effective as the multilingual approach?

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Why is a monolingual approach not that effective as the multilingual approach?

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Depending on the students' L1 (and speaking skills in other languages), it can be harder or easier for them to adjust to the English sound system/phonology.

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Integrating classroom activities that involve translanguaging, and the use of code-switching is suggested by Illman and Pietilä (2018: 239).

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Integrating classroom activities that involve translanguaging, and the use of code-switching is suggested by Illman and Pietilä (2018: 239).

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According to Ong and Jung (2016) using L1 translations as an accurate measure of L2 word recognition might be problematic, “as (…) (t)here may not always be exact one-to-one semantic correspondences between languages and this may result in L2 lexical fossilization” (p. 14). This negative transfer or “false friends” must be considered in the EFLC. Therefore, I believe it is important for teachers to know all of the student’s native languages and they could e.g. ask students what kind of mnemonics or positive transfer they use from their mother tongue.

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According to Ong and Jung (2016) using L1 translations as an accurate measure of L2 word recognition might be problematic, “as (…) (t)here may not always be exact one-to-one semantic correspondences between languages and this may result in L2 lexical fossilization” (p. 14). This negative transfer or “false friends” must be considered in the EFLC. Therefore, I believe it is important for teachers to know all of the student’s native languages and they could e.g. ask students what kind of mnemonics or positive transfer they use from their mother tongue.

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A good method would be to introduce more bilingual classes, like for example science in english-german… or History-Latin… Politic-english… and so on.

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Do hearing, speaking and reading the same the target language in the classroom give more room to the student to adopt the target language properly. Is not better than confusing students with different languages which they might not have any connection with English (provocative question)

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How can we engage with language differences for the aim of teaching English in reasonable time and effort, especially if we don't have the slightest knowledge About the student's language?

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Watching a movie in a different language but with English subtitles

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Watching a movie in a different language but with English subtitles

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New knowledge due to interacting with other people in other language varieties:

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New knowledge due to interacting with other people in other language varieties:

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+ “Learners build new knowledge in interaction with others, grounded in their existing knowledge and experience. We need to recognise, value and activate this as an important resource for learning. One way is through multilingual activities that value all languages, language varieties and knowledges.” (Dr. Jean Conteh et al., 2014).