Parking lot by Rebecca Hong

Translanguaging and multilingual literacies

rhong17 — 2024-02-05 07:35:44 UTC

Jonsson, C. (2013). Translanguaging and multilingual literacies: Diary-based case studies of adolescents in an international school. International Journal of the Sociology of Language, 2013(224), 85-117.

Please add any cases that you struggle with in your classroom.

vmunro1 — 2024-02-05 09:13:34 UTC

vmunro1 — 2024-02-05 09:15:13 UTC

In a vibrant and diverse classroom, Mr. Bohnen, an enthusiastic English teacher, is planning to teach parts of speech to his multilingual classroom. Recognizing the linguistic variety among his students, he employed a range of visual aids, gestures, and examples from multiple languages. He encouraged students to share words from their native languages, highlighting similarities and differences with English parts of speech.

vmunro1 — 2024-02-05 09:15:52 UTC

At Lincoln International School, Mrs. Kimsey is creating a lesson on photosynthesis. The majority of the class are native English speakers with an addition of 4 multilingual learners:

Valentina from Italy only speaks English at school.
Lidiya, from Korea, who’s just arrived with beginner level English.
Rebecca from Russia who had more than 4 years of English learning but continues to need English language services.
Russell, a Korean-American who is fluent in English and Korean.

Mrs. Kimsey, understanding the importance of clarity, used visual aids and incorporated real-world examples relevant to each student's cultural context. However, Lidiya continues to struggle understanding the lesson. In addition, some of her classmates are reluctant to help her because Lidiya seldomly engages in English.

vmunro1 — 2024-02-05 09:16:26 UTC

At Jefferson International School, Mr. Gibson was on duty and saw a diverse group of students, including Aisha from Pakistan, Carlos from Mexico, Yoonho and Jamal from Korea, gathered for a basketball game after lunch. The students were having a lot of fun but the challenge of language diversity and level became evident when Yoonho and Jamal began to use a mix of Korean and English and communicated in a way that others struggled to understand. Additionally, Aisha and Carlos occasionally found it challenging to follow their instructions. Yoonho also encountered language barriers while coordinating plays and only talked with Jamal in Korean.

Any questions you want us to answer regarding today's session and translanguaging.

vmunro1 — 2024-02-05 09:17:25 UTC

Multilingual but not making it in international schools.

vmunro1 — 2024-02-06 00:32:21 UTC

9 Myths of Language Acquisition

vmunro1 — 2024-02-07 05:30:19 UTC

Transforming Learning with Translanguaging

vmunro1 — 2024-02-07 05:33:53 UTC

Can we share more strategies for how teachers in subject classes can intentionally plan for translanguaging?

2024-02-09 05:01:17 UTC

2024-02-09 05:04:56 UTC

When is it ok to use English and not ok?

2024-02-10 02:47:45 UTC

I wonder about the balance between encouraging the use of English and allowing reliance on L1 - about strategies/criteria for deciding when it is beneficial for a student to push through in English, rather than default to their L1. How can we effectively encourage students to expand their English vocabulary and language use, while also valuing and incorporating their L1 in a way that supports their overall development?