Translanguaging for Learner Acceptance and Success

Several years ago, I was teaching a beginning level English class where a learner from Russia implored me to repeat spoken utterances as she wrote what she heard phonetically, using the Russian alphabet. At the time, I wondered if I should allow this, as I thought using her first language to learn English might be a crutch. I consulted with an experienced mentor, and she encouraged me to allow this practice and to reframe my thinking to view the use of a first language as a tool, rather than as a crutch. 

This experience comes to mind as translanguaging becomes a more widely discussed topic among teachers and tutors of adult English language learners. Simply put, translanguaging is using all of one’s language resources to communicate or to acquire language or content knowledge.

Here are some examples of translanguaging:

• Using Spanglish, or the mixture of English and Spanish, is an example of translanguaging, because the speaker is using both languages to communicate ideas.
• Learners explaining classroom activity instructions to each other in their first language so that everyone can fully participate in the language-learning activity.
• Teachers, tutors and learners greeting each other in their first languages thereby creating a welcoming, multilingual environment. 
• Providing a vocabulary sheet that includes a space for learners to write a definition or equivalent word in their first language.
• Teachers and tutors providing learners with bilingual resources like e-books with multiple language narration (Spanish, Somali, Hmong, Karen, Urdu, etc) from Unite for Literacy. (Non-fiction books may be most appropriate for adults). 
• Pairing or grouping same-language learners and encouraging them to discuss and share what they have learned with each other in their first language. This first language discussion in small groups can be followed by an all-class discussion in English to confirm comprehension. 

Translanguaging in the classroom has many benefits:

• Learners view their home language as a valued resource that can help than learn, rather than a deficit, thereby increasing their self-confidence.
• Learners feel welcome as their full selves in the classroom, not needing to hide or erase their first language or culture, as “English Only” policies and practices might do.
• Learners can fully engage when they understand instructions and can discuss content in their first language.
• All learners benefit from a multilingual classroom environment that prepares them for our ever-diversifying workforce. 

With this definition, examples and benefits in mind, think about the following questions in the coming weeks to enhance translanguaging in your context. How is translanguaging already happening in your classroom or tutoring sessions? How can you encourage it and give learners more opportunities to use all the language tools they have in their toolbox?

References

Spanglish is translanguaging. Ellevation. (2022, August 23). https://ellevationeducation.com/blog/spanglish-translanguaging#:~:text=Not%20only%20is%20Spanglish%2C%20which,a%20valuable%20form%20of%20translanguaging  

eal_journal July 26, 2016 29 Comments. (2016, July 26). What is translanguaging?. EAL Journal. https://ealjournal.org/2016/07/26/what-is-translanguaging/  

Courtney, C. (2023, April 8). 5 simple ways to invite translanguaging -and all its benefits!- into your classroom. The All-Access Classroom. https://www.theallaccessclassroom.com/5-simple-ways-to-invite-translanguaging-and-all-its-benefits-into-your-classroom/  

For questions or comments about this tutor tip, contact Tutor Training Coordinator, Meghan Boyle at mboyle@literacymn.org. 

Photo by Kampus Production: https://www.pexels.com/photo/people-in-a-business-meeting-6829519/