PJ 271 - Translanguaging by Kelsey Lewis https://padlet.com/kelseylewisca/w1etdhj0a3252k5b en-us 2023-10-01 14:47:20 UTC 2025-09-30 11:44:23 UTC hello@padlet.com As a theory... kelseylewisca https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727480356 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).]]> 2023-10-01 14:47:20 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727480356 As a pedagogy kelseylewisca https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727480357 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).]]> 2023-10-01 14:47:20 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727480357 Translanguaging by Vogel & Garcia kelseylewisca https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727480359 2023-10-01 14:47:20 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727480359 What is translanguaging? kelseylewisca https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727480360 2023-10-01 14:47:20 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727480360 IB Translanguaging kelseylewisca https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727480361 2023-10-01 14:47:20 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727480361 Translanguaging Resources kelseylewisca https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727480362 2023-10-01 14:47:20 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727480362 Methodology in Language and Translanguaging kelseylewisca https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727480363 2023-10-01 14:47:20 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727480363 CUNY - Guide for Educators kelseylewisca https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727540652 2023-10-01 16:20:26 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2727540652 Student led translanguaging https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729155415 As a pedagogy, students can gather information in one language (i.e., internet, books) (listening, reading), then record the information in another language (written) and present in that second language (oral). As a scaffold, the teacher can guide/assist groups with the second langauge, provide key term translations etc  -Victor

Thomas, E. M., Siôn, C. G., Jones. B., Dafydd, M., Lloyd-Williams, S. W., Tomos, Rh., Lowri Jones, L. M., Jones, D., Maelor, G., Evans, Rh. a Caulfield, G. (2022). Translanguaging: A quick reference guide for educators. National Collaborative Resources: Aberystwyth University and Bangor University.]]> 2023-10-02 19:14:58 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729155415 Sarah Fallavollita https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729160804 Strategy: Peer teaching. Allow students to teach/ explain a concept or idea to a group of peers in their native language. This strategy can help reinforce the concept for that student, as well as allow their peers to learn from the knowledge that another language and culture brings to a concept. We also want to build our students confidence in the use and value of their native language.
Scaffold: After peer teaching we can encourage reflection and summarization , what did they learn? What challenges did they face? How did the strategy enrich their learning? We can turn the teaching into written work or whole class discussion.
Pedagogy: This stratetgy promotes active learning]]> 2023-10-02 19:18:47 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729160804 Multi-Language Texts for Read-Alouds https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729192070 Strategy: Educators can locate or create multilanguage texts that ELL's can read/review/have continued access to before/during & after the English read aloud. 
Pedagogy: This strategy allows for students to build on their prior knowledge (vocabulary in their home language) and make connections to the English vocabulary they are hearing/learning during the read aloud. 
- Shania ]]> 2023-10-02 19:39:36 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729192070 Deirdre, Written Immersion https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729198544 Focus: my Latin course book in university was designed to slowly teach an English speaker Latin by introducing more and more Latin words into at first mainly English texts. These words were introduced in a standard dictionary way, but then immediately used heavily in a few paragraphs of the same long story. They also had examples of relevant Roman history throughout the text, all in English. And some linguistic analysis. 

I think that for the most part, this was an example of scaffolding. It allows students to fluidly switch between Latin and English even at a very beginner level.  As the textbook went on and included connections from Latin to things English speakers today know about (or at least English speakers who are in a university Latin course) I think it became closer to translanguaging. It is using both languages to increase the student's knowledge of the subject, which is Latin. ]]> 2023-10-02 19:45:15 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729198544 Laura MacDonald - teacher led translanguaging https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729198606 "Teacher-led translanguaging means an
activity intentionally planned by the teacher
for bilingual pupils of mixed abilities."

Strategy: Have students complete assignments by combining languages. As seen in the teacher examples starting on pg 42. you can have your students design a visual representation of their work that includes some english and their mother tongue as well. I think this is a great idea for the classroom and offers strong scaffolding possibilities. Over time you can see how the students comfort level with translanguaging is growing (or not) and let this guide your teaching/planning.


Thomas, E. M., Siôn, C. G., Jones. B., Dafydd, M., Lloyd-Williams, S. W., Tomos, Rh., Lowri Jones, L. M., Jones, D., Maelor, G., Evans, Rh. a Caulfield, G. (2022). Translanguaging: A quick reference guide for educators. National Collaborative Resources: Aberystwyth University and Bangor University.]]> 2023-10-02 19:45:19 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729198606 Multilingual Glossaries - Azmeri https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729209551 Creating multilingual glossaries or dictionaries for key vocabulary words in the classroom. This resource can assist students in understanding and translating terms when needed and will promote language development and cross-cultural understanding.
Scaffold: Multilingual glossaries provide a scaffold for students as they learn new vocabulary in the target language. When students encounter unfamiliar words, they can refer to the glossary to find translations in their native languages.
Pedagogy: Encouraging students to use multilingual glossaries as a part of their independent learning process promotes autonomy and self-directed learning. It teaches them effective strategies for overcoming language barriers, a valuable skill in language acquisition.]]> 2023-10-02 19:55:27 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729209551 Interactive Writing - Caitlin https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729241394 Interactive writing is a strategy which was first introduced to our cohort in literacy last year. It is a strategy to help teach primary students how to write by offering them opportunities for meaningful participation. The Cuny Guide for Educators (Celic and Seltzer, 2013) suggests that it can be a successful translanguaging strategy to support ELL in elementary grades who are learning how to write in English. The guide further claims that interactive writing helps ELLs develop phonics skills, sentence structure and conventions (Celic and Seltzer, 2013). Educators can write short texts with students and ask ELL students to come spell out the vocabulary words that they know in English (Celic and Seltzer, 2013). This will help them to build their confidence and begin to expand their vocabulary.
-Caitlin

Celic, C. Seltzer, K. (2013). Translanguaging: The Cuny Guide for Educators. Cuny-NYS Initiative on Emergent Bilinguals. ]]> 2023-10-02 20:25:58 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729241394 Comparing Multilingual Texts in the Same Content Area- Sarah Rose https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729241637 I thought that this strategy, described in the CUNY Guide for Educators (2014), was really powerful. In enacting this strategy, teachers would have students compare multilingual texts on the same topic. These texts could either be the same text in English and in the student’s first language, or they could be different texts in different languages that concern similar subjects or events. This strategy helps students compare both the languages and the content present in the texts. Students can share these comparisons through a variety of formats, such as in a small group discussion, whole class discussion, or in writing. 

What this strategy would look like using translanguaging as a scaffold: 
Students could look at one text in their first language and map it onto the English version of the text, comparing things like sentence structure and grammar as well as using the exercise as an opportunity to acquire new vocabulary. 

Translanguaging as transformative: 
This strategy can be an example of translanguaging being a transformative force when the comparison between texts in different languages becomes a broader discussion about how cultural/linguistic nuances affect the content and perspectives presented in each of the texts. Not only would the students learn more about a particular subject area, they would also learn how the subject is approached differently in different languages.

]]> 2023-10-02 20:26:16 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729241637 Gregory M https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729244918 Creating the Multilingual Story:
  • Instruct each group to collaboratively write the story, allowing students to switch between languages as they feel comfortable. 
  • Emphasize that they can use any language at any point in the story. The goal is effective communication and creativity.

scaffold: 
have each of the groups read another groups work and get them to answer questions related to the book. This is to give the students a chance to reflect on their work and how they can use descriptive words in relation with their multiple languages as well as english.
]]> 2023-10-02 20:29:56 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729244918 Translanguaging Word Wall https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729251154 Having a language-inclusive word wall in the classroom is one strategy I will uphold. When words get added in English they would also be added in the languages of the classroom. This would allow not only for English Language Learners to understand the importance of the word, but for English speakers to learn those words in other languages. This will allow for a stronger community of Language within the classroom. - David]]> 2023-10-02 20:36:57 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729251154 Peer Collaboration https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729273668 Strategy: Peer collaboration can serve as both a scaffold and a pedagogy in educational contexts. It offers multifaceted benefits to learners. 

Peer collaboration is all about teamwork and helping one another learn. Students share their thoughts, ask questions, and figure out problems together. It's not just about getting answers; it's about understanding things deeply. Students support each other, making sure everyone in our group does well. Together students make learning an exciting adventure where everyone contributes and grows.

Scaffold: Classmates can act as scaffolds, offering assistance to others who might be struggling with certain concepts or tasks. This support helps learners grasp difficult ideas more easily, making the learning process smoother.

Pedagogy: Collaborative learning encourages students to construct knowledge together. By interacting with peers, students exchange ideas, correct misconceptions, and build a collective understanding of the material. 

Sadaf 
]]> 2023-10-02 21:03:55 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729273668 Including texts that support translanguaging - Kate https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729275989 "Bilingual authors can be students’ mentors who teach them how to use their bilingualism to enrich their writing." 

Including picture books in the classroom that support all student's language practices is an affirming tool. It can support brainstorming, engagement, and problem-solving when it comes to student's writing and gives the opportunity to share their identity. These can be picture books in their native language, in English and their native language and multiple different languages. Here is a website that I found that includes multiple picture books that can support translanguaging.

https://librosforlanguage.org/  ]]> 2023-10-02 21:06:45 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729275989 Fatima Farrukh- https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729292712 As a student, and even now, often, I would see something and start talking to peers of similar language, even though I knew they could speak English and yet still have a conversation in my language. I feel many students who speak multiple languages despite knowing English will choose to communicate in a language most familiar to them with the same spoken language peer. So taking that into account, we can allow students to have flexible grouping during small group activities, allowing them to choose to work with students who speak a similar language as them, which will help students be able to freely communicate with their peers.
The best way to scaffold students to use their language in the classroom is by giving them time and space to share and organizing activities where students are able to share aspects of their culture and similarities between their language and spoken language. Which will help promote linguistic diversity and cultural understanding in classrooms.]]> 2023-10-02 21:28:46 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729292712 Ammira https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729295941 Strategy: using materials that reflect students' languages and cultures can make the lesson more relatable and engaging for them. This can increase students' interest and motivation to learn.]]> 2023-10-02 21:32:56 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729295941 Using captions/online translation resources for input, with English output (or vice-versa) - Will Koziey https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729296129 If the teacher is asking students to engage with an online video, article, or text, the students can choose to read/watch the material in their L1 and output their response in English, or vice-versa, according to what's more comfortable for them.  

I think this choice is a both pedagogy and a scaffold. Students who choose input or output the activity in their L1 get the chance to reflect on the rewards/challenges of translanguaging (as a group, too, potentially). And as a scaffold, for an ELL students the ability to do half the activity in their L1 eases the mental load of an activity with heavy reading and writing components. ]]> 2023-10-02 21:33:14 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729296129 Bilingual/Multilingual Literature in the Classroom- Lynnette https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729318598 According to Cenoz and Gorter (2021, p. 31) the strongest form of pedagogical translanguaging includes those practices that ‘aim to develop metalinguistic awareness by activating prior knowledge and identifying connected growers so that students can make more progress in the development of their multilingual skills’.  
For primary-junior learners, utilizing bilingual literature can activate students' prior knowledge as they recognize words in their L1, and make connections/meaning to the L2. Expanding on the literature, students can also annotate texts in their L1, and students can also create and be the authors of their own dual language stories! 

References: 
  Leonet, O., & Saragueta, E. (2023). The case of a pedagogical translanguaging intervention in a trilingual primary school: the students’ voice. International Journal of Multilingualism, ahead-of-print(ahead-of-print), 1–19. https://doi.org/10.1080/14790718.2023.2224009

]]> 2023-10-02 22:05:56 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729318598 Culturally Relevant Books and Resources - Lucas Y. Zhang lucaszhyang https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729355611 Translanguaging resources and materials as pedagogy - this helps create opportunities and spaces that empower multilingual learners to embrace their distinctive linguistic strengths. By bringing culturally relevant resources and materials into the classroom, multilingual learners can recognize the value of their linguistic knowledge and feel encouraged to engage in discussions using various languages.

Translanguaging resources and materials as a scaffold - by creating resources and materials that incorporate multiple languages, such as multilingual worksheets, posters, and charts, it can help multilingual learners better understand key terms, concepts or instructions. That said, the goal of translanguaging materials is not to replace the target language of instruction but to provide additional support and access to content for ELLs who may be more proficient in their home languages. 

Overall, I think the key of translanguaging as pedagogy or a scaffold is to create an inclusive and supportive learning environment that embraces and leverages the linguistic diversity of students.]]> 2023-10-02 23:08:31 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729355611 Journaling- Anna https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729398401 Students can have a resource (like a journal) to write about whatever concepts they are learning within their class in whatever language they like. Their journals can utilize their home language as well as English to whatever degree they would like. They could write single words with their definitions, draw pictures of a word or summarize concepts. ]]> 2023-10-03 00:12:09 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2729398401 Student Dictionaries https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2730272572 Students can keep a personal, student-made dictionary where they keep translations of vocabulary words.

By allowing students to personalize their dictionaries, we can see translanguaging as they draw meaning to words that are important to them personally and words that they feel they need to know the most. It is also easily accessible to them when they need, and a useful tool for relating their native language to the language they are learning.
-Hannah]]> 2023-10-03 13:39:10 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2730272572 Co-Creating Learning Objectives (Grace) https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2730302288 Collaborating and co-constructing learning objectives with your students increases the students' understanding of what they are learning and what will be assessed, but more importantly, it gives both yourself as the educator and the students an opportunity to create learning objectives that support multilingualism through choice words that are not tied to specific languages. For example, "students will be able to summarize solutions to math problems both orally and in writing". 

Through the process of collaboration, students are able to gain a clear understanding of the criteria and give them the vocabulary to help them self-assess their own work. ]]> 2023-10-03 13:54:29 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2730302288 Alexandra Cimbura - Bi/Multilingual Concept Books https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2730368870 A strategy that Wald (2023) highlighted was the use of bilingual concept books to support translanguaging in the classroom. Bi/multilingual books are written in two or more languages and focus on a theme. For translanguaging as a scaffold, students could use bi/multilingual books to learn vocabulary about a specific topic. Students can work through different scaffolding strategies, including reading, writing, and using vocabulary in sentences/storytelling. For translanguaging as transformative, bi/multilingual books can be used to build a broader and deeper understanding of several concepts, including the inclusion of different languages in the classroom and in lessons, being a bi/multilinguistic student, or a discussion about how books can be written in languages other than English (Wald, 2023).
 
Reference
Wald, M. (2023, February 28). Embracing Translanguaging in the Classroom with Bilingual Texts. Iowa Reading Research Center. https://irrc.education.uiowa.edu/blog/2023/02/embracing-translanguaging-classroom-bilingual-texts
]]> 2023-10-03 14:30:20 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2730368870 Describing as a strategy - Sahar Baig https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2730371795 Using 'describing' as a strategy for implementing translanguaging into the classroom gives students the opportunity to delve deeper into their understanding of a word's meaning and use. For example, when introducing a new word, students are typically expected to retain the dictionary definition of the word, by encouraging them to provide a more detailed description of the word, including its synonyms, antonyms, and usage in sentences, this is giving them an extension to apply in their language learning. Other possible strategies could be the incorporation of visual aids, making comparisons with similar words, using new vocabulary in context, etc. 

By using describing as a scaffold for language learning, educators can help students enhance their vocabulary, comprehension, and communication skills while also providing them with a structured approach to using language in different contexts. It's a universal strategy that can be adapted to various grade/language proficiency levels.

]]> 2023-10-03 14:32:00 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2730371795 Build classroom culture - Siming Lou https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2734576180 Supporting translanguaging in the classroom is a valuable approach to promote language development and create an inclusive learning environment. One strategy can be creating the classroom culture that values and celebrates linguistic diversity. Setting up a special corner in the reading area as "translanguaging zones", students are encouraged to discuss concepts, clarify understanding, or express themselves using their primary language.]]> 2023-10-05 21:01:53 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2734576180 Multilingual ecology- Brittany Parisien parisienbrittany https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2742900640 Stratregy: The environments that multilingual students are situated in have symbols, phrases, visuals that are in English and the other languages that they speak. The different languages are available everywhere- in the school, on the school bulletin board, spoken in the classroom, in library books at the school, in their local community. 
Pedagogy: It makes multilingualism the norm and "elevate[s] the status of individuals and peoples whose language practices have been traditionally minoritized and labeled as being non- standard" (Vogel & Garcia, 2017, p. 4).   Students feel that they are seen in their learning environment through the representation of the languages that they speak. 
Sources: 
Translanguaging- Vogel & Garcia, 2017
Nurturing a multilingual ecology- cuny-nysieb]]> 2023-10-12 03:38:40 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2742900640 Scaffolding with Multilingual Options - Hia Kim https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2744305383 Translanuaging is a skill and strategy that students can freely use when they learn. From gaining the information to the assessment, they can actively decide whether they want to use their home language or another language. This will encourage students to be independent in their learning and teachers to be off the traditional top-down teaching model. 
 
It can be unfamiliar for both teachers and students in the beginning, but when a teacher incorporates and models translanguaging dual or multiple languages in their instructions, contents, and materials, it will build deep relationships between languages and better learning environments for students.
 
]]> 2023-10-12 23:18:57 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2744305383 Journaling & Storytelling https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2744318839 I found point 2 & 3 in the “purposes for the strategic use of translanguaging in education" 
section of the Garcia and Vogel reading (2017, pp.11) helpful in conceptualizing how translanguaging can be implemented in classrooms:

“2. Providing opportunities for students to develop linguistic practices for academic contexts”

3. Making space for students’ bilingualism and ways of knowing”

I think an effective way to use translanguaging in the classroom is to encourage students to practice storytelling through journaling in their home language, then selecting excerpts to share aloud in both English and their home language to a partner or a small group. 

-Alex Simons

]]> 2023-10-12 23:40:44 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2744318839 Madison Ladd https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2746427162 "Translanguaging is a pedagogical practice that involves switching between two languages for input and output in the same activity. 'The learner receives information in one language and works with that information in another language' (Curriculum for Wales, p. 8). In the classroom, students can learn by gathering information in one language, such as through books or the internet (listening and reading). Then, they can also practice learning by writing in another language what they learn in a journal, and then sharing it orally if they feel comfortable. Teachers can help students with the second language, offer translations for important terms, and give assignments involving multiple languages. It's also a good idea to invite a family member or someone who speaks a different language to join the class. As students become more comfortable with translanguaging over time, you can use their progress to guide your teaching and lesson planning.


Thomas, E. M., Siôn, C. G., Jones. B., Dafydd, M., Lloyd-Williams, S. W., Tomos, Rh., Lowri Jones, L. M., Jones, D., Maelor, G., Evans, Rh. a Caulfield, G. (2022). Translanguaging: A quick reference guide for educators. National Collaborative Resources: Aberystwyth University and Bangor University.



]]> 2023-10-15 01:23:39 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2746427162 S Bienko Re: Translanguaging Strategies/Resources https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2749492917 As mentioned on the CUNY-NYS INITIATIVE  ON EMERGENT BILINGUALS, utilizing play and multimodal language practices provides students with options to "to express their knowledge bilingually and extend their dynamic language practices within play and emergent literacy activities like reading, singing, drawing, writing, and book-related pretend play."]]> 2023-10-16 19:49:44 UTC https://padlet.com/kelseylewisca/w1etdhj0a3252k5b/wish/2749492917