Attending a recent woodwind ensemble concert made me think about language use in the classroom - quite an unusual connection, right? ‘How so?’ you might ask. Perhaps it was because the musicians each had a different heritage, played a different instrument, and spoke another language. Yet, they all tuned their instruments together at the start and communicated in English before creating something beautifully fluid for the audience to immerse themselves in.
Imagine the ensemble preparing for the performance; a flute, an oboe, a clarinet, a bassoon and a French horn - each instrument unique in its sound, yet together forming a harmonious symphony. It struck me that just as no single instrument defines the performance (but rather all contribute to a unified whole), no one language defines a multilingual learner's ability to communicate and understand the world, especially in the classroom.
We often expect learners to play only one instrument (learning in just one language), but we should also recognise the full orchestra of languages they need to use in the classroom. Whether it's explaining a new concept, understanding key vocabulary or brainstorming a familiar topic, multiple languages can play a role. Just like a conductor guides the orchestra, a teacher can guide learners through the process, helping to create a flowing and expressive learning experience. That's the hope anyway!
As today’s classrooms become more multilingual and diverse than ever, learners are making sense of their learning by drawing upon their full linguistic repertoire. As a result, the term ‘translanguaging’ - an approach that values dynamic language use in the classroom - is gaining increasing attention and becoming a hot topic.
Origin of translanguaging
Have a guess - what language is the word 'trawsieithu' from?
Well, it is actually a Welsh word first introduced by Cen Williams in the 1980s, to describe the process of alternating between Welsh and English in the Welsh bilingual education system, leading to strengthening the bilingual skills of learners. The term was later translated into English as ‘translanguaging’.
What is translanguaging?
Ofelia García (2009) expands the concept of ‘translanguaging’ and redefines it as a broader dynamic process in which multilingual speakers fluidly use their entire linguistic repertoire, rather than treating languages as separate systems. Her work has become instrumental in shifting the notion of translanguaging into a powerful theoretical framework that positively recognises the use of multiple languages fully embedded in the classroom.
García and Li Wei (2014) further explain that ‘translanguaging is the process by which bilingual students use their linguistic resources to make meaning, learn, and communicate in the classroom’ (p. 67).
Some benefits of translanguaging in teaching
Improved understanding and learning
Research shows that translanguaging helps learners grasp more complex concepts by allowing them to use their strongest home language(s), if they are literate, to process information more easily.
According to Creese and Blackledge (2010), ‘translanguaging allows learners to move fluidly across linguistic boundaries, making knowledge more accessible and meaningful’ (p. 106).
Promoting belonging and confidence
As Cummins (2008) states, ‘acknowledging and incorporating students’ home languages in the classroom promotes a positive identity and enhances their overall academic achievement’ (p. 75).
When learners are encouraged to use their home languages for learning in the classroom, they inevitably feel valued and included. This can boost their self-esteem and motivation.
Supporting cognitive development
Multilingual literate learners are able to engage in higher-order thinking when they switch between languages so they can analyse and summarise information. Baker (2011) notes that ‘translanguaging develops metalinguistic awareness, enabling students to understand language structures more deeply’ (p. 92).
Some practical strategies for implementing translanguaging
I have seen first-hand the benefits of translanguaging when I use some of these strategies in my classroom with multilingual learners. Just to add, I have always gently asked if they are confident and literate home language users and if they would like to give it a go. To give them space to decide for themselves, that is the very important thing here.
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Allow learners to discuss topics in their home languages before presenting in English.
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Pair learners who share the same language to promote better engagement.
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Use bilingual books, glossaries, and translated materials to support comprehension.
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Encourage learner to create their own multilingual word banks with definitions and examples in their home language.
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Allow learners to make notes in their preferred language before translating into English.
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Allow a mix of languages in oral presentations and written reflections.
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Invite families to share cultural stories in their home languages and language experiences.
Summary
Translanguaging is a linguistic practice but also a pedagogical approach. When it is used in a skilful, meaningful and creative way by knowledgeable teachers and confident and literate multilingual learners without causing embarrassment and exclusion for the learners, then it can foster inclusivity and personal and academic growth for the learners as well as that feeling in learners of having the superpower of multilingualism.
References
Baker, C. (2011). Foundations of Bilingual Education and Bilingualism. Multilingual Matters.
Creese, A., & Blackledge, A. (2010). Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? The Modern Language Journal, 94(1), 103-115.
Cummins, J. (2008). BICS and CALP: Empirical and Theoretical Status of the Distinction. Encyclopedia of Language and Education.
García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.
García, O., & Li Wei. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
