Session 2: What is translanguaging?

Summary

Dr. Athelia Garcia explains translanguaging as the use of a child's full linguistic repertoire to make meaning without distinguishing between languages. She differentiates it from code-switching, emphasizing its internal, strategic nature beneficial for bilingual education. Garcia advocates for leveraging children's language resources in teaching, suggesting it's applicable for all teachers and programs, including monolingual teachers who can act as co-learners. She stresses the importance of designing bilingual spaces and allowing for language interaction to develop children's language, knowledge, and social-emotional identities, contributing to a more equitable society.

Takeaways

• 🗣️ Translanguaging allows bilingual children to use their full linguistic repertoire to make meaning, without rigidly distinguishing between languages.
• 📚 It is a pedagogical approach that encourages students to read in one language and discuss or write in another, utilizing all their language resources.
• 🔄 Translanguaging is different from code-switching, which is an external viewpoint about switching between named languages, while translanguaging is an internal process based on a unified language system.
• 🎓 Bilingual children have one language system with linguistic features associated with both languages, and they learn to suppress certain features depending on the context.
• 🧠 Translanguaging leverages students' full communicative resources, allowing them to learn and perform better in both languages.
• 👩‍🏫 Monolingual and bilingual teachers can both implement translanguaging, though monolingual teachers may need to rely more on community resources, technology, and student input.
• 💻 With tools like Google Translate, monolingual teachers can also engage in co-learning with students, allowing them to learn from the children's diverse linguistic resources.
• 🔍 Translanguaging is not random; it is a strategic and intentional process, requiring planning for specific learning objectives in the classroom.
• 📖 In dual-language or bilingual programs, there needs to be space for students to use both languages together, compare them, and experience them in interrelation, reinforcing their bilingual identity.
• 🌍 Translanguaging can be transformative, shifting how students view bilingualism and allowing them to see their languages as intertwined parts of their authentic selves, rather than as separate entities.

Q & A

What is translanguaging?

Translanguaging is the use of a bilingual individual's full linguistic repertoire to make meaning, without viewing their languages as entirely separate systems. It involves the fluid use of linguistic resources from different languages for learning and communication.

How does translanguaging differ from code-switching?

Translanguaging and code-switching are different in that code-switching involves switching between distinct languages based on external social or national language boundaries, while translanguaging is an internal, psychological process where bilinguals use their full linguistic resources as a single system.

What role does translanguaging play in education?

Translanguaging can be used as a pedagogical tool to leverage students' bilingual abilities. It allows students to use their linguistic resources flexibly, such as reading in one language and discussing or writing in another, to enhance their understanding and learning.

Can monolingual teachers use translanguaging in their classrooms?

Yes, monolingual teachers can use translanguaging by leveraging students' linguistic resources and creating opportunities for them to use their full linguistic abilities. Teachers may rely on students, parents, community resources, and technology to support this process.

What is the relationship between translanguaging and social justice?

Translanguaging promotes a more equitable society by challenging linguistic hierarchies and allowing students to see their bilingualism as an asset. It fosters a more inclusive environment where different languages are valued equally, contributing to social justice and fairness.

What is the significance of planning in translanguaging pedagogy?

Effective translanguaging requires strategic planning, where teachers intentionally design opportunities for students to use their full linguistic repertoire. This involves setting specific translanguaging objectives alongside language and content objectives to facilitate deeper learning.

How can translanguaging be applied in dual language bilingual classrooms?

In dual language bilingual classrooms, translanguaging can be used to allow students to perform in both languages while maintaining flexibility. Teachers can compare and contrast languages, use bilingual texts, and create spaces for students to experience their languages together.

What are the challenges for monolingual teachers using translanguaging?

Monolingual teachers may face challenges in translanguaging since they cannot rely on their own knowledge of the students' other languages. They must be co-learners, relying on students' linguistic abilities, community support, and technological tools to help students make meaning.

How does translanguaging transform students' perceptions of their languages?

Translanguaging helps students see their languages as interconnected rather than separate. This transformation enables them to appreciate the fluidity and completeness of their bilingual identities, rather than viewing one language as superior to the other.

What is the role of bilingualism in translanguaging?

Bilingualism is central to translanguaging, as it taps into the natural interaction between languages that bilingual individuals experience. It promotes the idea that bilinguals use all their language resources together, enhancing communication and learning in both languages.