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I find the concept of translanguaging fascinating, and an equitable way of showing respect towards heritage languages while at the same time teaching English. However, it seems to be quite controversial still. Some questions:
1. Is translanguaging recommended and possible in ELT contexts in which international students study English in the US or UK (for example) in institutions where there is an “English only” policy for classrooms?
2. How can one effectively apply translanguaging to a classroom of mixed L1s (as opposed to all Spanish-speaking for instance)? I understand learning key phrases is a recommendation, but what exactly is a ‘key phrase’ from lesson to lesson, day to day? It seems challenging to learn key phrases in 7-8 different languages for the great number of lessons taught if you are a monolingual English teacher.
3. Can/should traslanguaging be used in academic English contexts?
To view past replies go to: https://changingenglishes.proboards.com/thread/13/translanguaging
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1. Is translanguaging recommended and possible in ELT contexts in which international students study English in the US or UK (for example) in institutions where there is an “English only” policy for classrooms?
ANSWER: I think, it would be difficult for international students to be understood using translanguaging since they are in the Inner Circle. They would have to adhere to the school rules. Not only that, they need to consider the cultural differences too. I am not saying that since they are in Inner Circle, it means that there will be linguistic discrimination. But, it really depends with their professors as well. Of course, we still need to consider them.
I don’t think “English only” is bad at all times especially if you want to develop someone’s fluency. The disadvantage of not applying this policy is that student may find it comfortable to use their mother tongue and will not express themselves in the English language anymore.
2. How can one effectively apply translanguaging to a classroom of mixed L1s (as opposed to all Spanish-speaking for instance)? I understand learning key phrases is a recommendation, but what exactly is a ‘key phrase’ from lesson to lesson, day to day? It seems challenging to learn key phrases in 7-8 different languages for the great number of lessons taught if you are a monolingual English teacher.
ANSWER: Using examples would do. As long as the English language teacher is using words that the learners would understand, I think it would be much better.
3. Can/should translanguaging be used in academic English contexts?
ANSWER: As long as it doesn’t compromise the real meaning of statements and if there’s an explanation next to it (for those who don’t know the terms used) , it’s all right for me. What matters most is that the readers or the listeners would understand what the writer or speaker wants to say.
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Sometimes translanguaging can possibly hinder encouraging of using standard variety but it produces an enriched version of English in bilingual or multilingual classrooms.
Code switching and mixing are very productive not only in classrooms but also in social scenarios may be sometimes depicting social class, ethnicity or speakers’ educational background.
When a teacher encourages mainly the target language: English and all other possible vernaculars the learners get some confidence and a sense of identity and in return they enhance their ESL. -
Translanguaging is very common in communication, esppecially in multilingual society, soemtimes it’s very important to do code switching or mixing not only to deliver effective message but also to build relationship and to show expression. In teaching English, I sometimes do code mixing and code switching to connect to mmy students. It helps a lot, especially in speaking class.
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In Sri Lanka, the concept of translanguaging is occupying in the ESL classroom context. Though code-switching is restricted in the ESL classroom, in order to go for a better understanding of the English language (L2 language), there is a language shift between Sinhala (L1) and English (L2), then Tamil (L1) and English (L2).
Is it possible to learn L2 language without any code switching with L1 language? If so, what will be the best strategies for learn L2 language in a classroom without mixing L1 language?
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Where I teach, we only allow English in the classroom, but the students often go in and out of their native language outside the classroom, and they do tend to “group up” according to their language groups when they socialize.
There are rare occasions where a friendship is formed between two students who don’t speak the same L1 and those seem to be the best friendships because their language skills tend to improve more quickly that those of the students who spend all of their time outside of class in the same L1 group. They also do learn different expressions in other L1 languages which is funny to hear about as an instructor. Of course, it’s usually all the “dirty” words they learn, but it’s translanguaging still, right?
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Based on different settings and contexts that everyone may encounter, we could set different plans and react properly by using translanguaging as a tool to facilitate the learning process and to build trust. It seems that it is still controversial but teachers and learners can benefit from this method in a way that can suit their own needs in negotiating the meaning and the aim of the lessons. I find this issue very interesting since in our syllables and the curriculum we are provided in schools and institutions they ignore the fact that using someone’s first language in discussions and tasks would be beneficial.
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The phenomena of translanguaging and codeswitching demonstrate how multilingual speakers develop their knowledge on how and when to use their linguistic repertoire depending on the topic of the conversation or the interlocutors involved. Growing up in a bilingual family and attending a bilingual school, phenomena of translanguaging and codeswitching were part of my daily life. My teachers used both languages to explain the subject material (especially terminology). This approach helped a lot in building a good understanding of a taught topic, boosted motivation in learning, and promoted inclusion. Translanguaging can be used in education but it should be purposefully designed and implemented.
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The L1 of a language learner is highly instrumental in learning L2. Translanguaging facilitate easy transition between L1 and L2. Translanguaging in the classroom is important in facilitating easy transfer of knowledge of a subject as it is in English language learning class. The students often understand concepts better in their L1 than they do in their L2.
On the other hand, translanguaging also brings about varieties of English language due to constant switching between English language and the L1 and vice versa.
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Reflect on your understanding of translanguaging. What questions about the phenomenon do you have for teachers from your region and/or other parts of the world?
I confess that I discourage the use of my Ss’ L1 as it would soon preclude actually using any English! That said, with YL, I found a very effective strategy for encouraging the use of English in the lesson: by nominating the table (where we sit) as the English zone and a long way down the corridor as the Italian zone. Faced with a longish walk or producing some L2 language (eg Please can I borrow your rubber?), the latter was infinitely preferable. Working in the expanding circle, I can’t yet see the utitlity of translanguaging in my context. -
I teach at a Colombian university where students are learning English and French at the same time, so I sometimes find myself using code-switching (English- Spanish)and my students sometimes get mixed up with the languages they are learning but I allow them to use Spanish or French in my English class. This might be an example of translanguaging and it is sometimes usesul when explaining a difficult concept or word. However, when I evaluate their performance I use only English and tell my students to stick to the target language I am teaching.
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Translanguaging can achieve effective interaction, although in classes where all students have different L1s it might be difficult and sometimes confusing.
In what ways can translanguaging work if all students have different L1s? -
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There is a growing number of studies on translanguageing as a pedagogy in ESL settings (for example in the United States) and in mainstream settings where students come to the classroom with limited resources in the language of instruction, but with academic resources in their first language (for example they already know how to read and write); I have come across fewer studies on mainstream contexts where the students come from a minorized language background (for example indigenous languages) and with very limited academic resources in their first language, such as the case of indigenous students in a school where instruction is exclusively in a dominate language. I suppose Google translate cannot be of much help here!
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This is an interesting topic for me, particularly as in most of my teaching contexts an English only policy has been encouraged. I have some questions about the use of translanguaging in classes.
1. If you allow learners to speak their language for some of the lesson, how can you be sure that they are not thinking in their language exclusively, not in the target language?
2. How can translanguaging work with learners who have different L1s?
3. What are the appropriate activities for translanguaging? Should it be involved in aspects other than a warmer or a plenary?
4. As a teacher, how can you mediate the use of another language, especially if you are not proficient in the L1 of some students?
5. It is clear on the occasions I have used code switching that is has helped build rapport but I have only used this with lower level classes/learners. What role can code switching or translanguaging play in more advanced classes? -
In your experience as teachers, What would you say are the major benefits of translanguaging in the classroom? Have you noticed any drawbacks? Did translanguaging ever caused any misunderstanding within the classroom? Does it change the students’ perception and attitude when the teacher tries to use their first language? How so?
And last but not least, I was told by a colleague that there is an emotional connection between little children and their mother tongue. Therefore, I should try and speak to them in their native language if I wanted to call their immediate attention. Any thoughts or experiences on that?
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