What Is Translanguaging?
Translanguaging refers to the use of one’s full linguistic repertoire (Otheguy, García, & Reid, 2015) and provides an unconventional pedagogical approach for DLLs to foster their learning (García, 2009). When translanguaging is strategically used, DLLs develop a better understanding of the content and their bilingual and biliteracy competency (Lewis, Jones, & Baker, 2012). Monolingual children also benefit from the translanguaging space, as they will experience cognitive and linguistic benefits alongside bilingual children. As a result, All Children Thrive through Translanguaging (ACTT)!
What Does It Look Like?
Two Types of Translanguaging
Spontaneous Translanguaging:
Using full linguistic repertoire/resources without planning (natural and spontaneous)
Pedagogical Translanguaging:
Intentional use of full linguistic repertoire/resources in a classroom to support students’ bilingual and biliteracy learning
Korean Examples:
• Mom: Tomorrow, your 할머니 and 할아버지 are flying from Korea!
• Son: I can’t wait till I eat 할머니’s 불고기 and 김치 again. She is such a great cook!
Spanish Examples:
• "I am so excited about the fiesta tomorrow! I made a pinata and will also make agua fresca."
An Example:
• In the English arts class, the teacher reads an English book. Students discuss about the book in their preferred languages in small groups (students are grouped by their home languages and their proficiency). Then, students present their thoughts in their preferred language and submit their writing in English.
Why Does It Matter?
Translanguaging concerns one’s full linguistic repertoire rather than socially and politically defined language labels such as English, Spanish, Mandarin, and Korean (Otheguy, García, & Reid, 2015). The notion of translanguaging rejects monolingual assumptions and the full compartmentalization of languages. When translanguaging is utilized as a pedagogy, there are some gains such as:
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Translanguaging fosters a better understanding of the subject matter. Considering that prior knowledge is a foundation for further learning, translanguaging builds learning in a most effective way (Baker, 2011).
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Translanguaging helps students with bilingual and biliteracy competency academically.
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Translanguaging facilitates home-school collaboration (Lewis, Jones, & Baker, 2012). Parents can assist students’ learning in their home languages and can collaborate with teachers using their home languages and cultures.
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Translanguaging decenters English monolingual norm and acknowledges students’ and families’ funds of knowledge including their home languages and cultures, which is closely related to their identities.