The modern classroom is becoming more diverse in terms of the number of cultures and backgrounds that are represented. For the most part, the enhanced diversity offers opportunities for learning. However, as the classes become more diverse, teachers are faced with serious challenges. One of these challenges concerns how to help minority students acquire the language skills needed for excellence in the classroom. In the past, teachers challenged the students to abandon their first languages and embrace English. After recognizing that this approach can be harmful and ineffective, more and more teachers are abandoning it in favor of one that involves leveraging the students’ first language. This approach is the essence of translanguaging and it could hold the key to facilitating the learning of new languages.
What is Translanguaging?
Before exploring the role that translanguaging plays in the classroom, it is essential to begin with an exploration of this concept. There are various scholars who have shed light on the meaning of translanguaging. Garcia and Wei (2014) are among these scholars. In their text, they define translanguaging as “using one language to reinforce the other in order to increase understanding and in order to augment the pupil’s activity in both languages” (p. 64). Here, Garcia and Wei essentially define translanguaging as a technique that involves students using languages that they understand fully to master a new language. Rowe (2018) is yet another scholar who shed light on the essence of translanguaging. He notes that this concept is basically concerned with ensuring that the classroom represents the language realities that students are exposed to in their homes. This means that translanguaging makes the classroom friendlier and more familiar by allowing students to leverage their first language to gain a greater grasp of a new language. Lewis, Jones and Baker (2012) added their voice to the discussion on the meaning of translanguaging. They record that this concept is concerned with regarding different languages as equally important and using their connections to facilitate teaching. For example, a teacher can encourage students to consider terms and concepts in Spanish as they attempt to understand their meaning in English.
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The Need for and the Importance of Translanguaging
Now that the meaning of translanguaging has been established, the stage is set for an exploration of the critical role that it plays in the classroom. As MacSwan (2017) reports in his text, translanguaging regards bilingualism as being “valuable in its own right” (p. 167). This means that instead of regarding first languages as inferior to the language used in classroom instruction, translanguaging validates the first languages as equally critical. Rowe confirms that as it validates first languages, translanguaging motivates students to gain greater respect for their first languages and to cherish their cultural heritage. According to Rowe, translanguaging enhances learning by making the classroom friendlier and familiar. When first languages are integrated into teaching, students are less intimidated and encounter fewer hardships in their quest to learn a new language.
The significance of translanguaging extends beyond facilitating learning. In chapter 6 of their text, Garcia and Wei (2014 b) recognize that translanguaging enables teachers to respond to the diverse needs of students from different backgrounds. According to these scholars when teachers incorporate translanguaging into the classroom, they essentially demonstrate cultural sensitivity and respect the cultural heritages of their learners. Consequently, the classroom becomes a platform for respectful and mutually-satisfying interactions among teachers and students. Garcia and Wei add that translanguaging helps to tackle the stigmatization of minorities. As noted earlier, translanguaging elevates first languages to the same status as the languages used for instruction. This allows minorities to feel valued and respected. Perhaps the greatest indicator of the effectiveness of translanguaging can be seen in its impact on academic performance. Rowe reports that there is a positive association between the academic performance of minority students and the use of translanguaging in the classroom. If they wish to boost performance, teachers should encourage instead of prohibiting the use of first languages.
Integrating Translanguaging into the Classroom
In the section above, it has been made clear that translanguaging benefits both teachers and students. It is therefore critical for teachers to spearhead the adoption of first languages into the classroom. There are various best practices that have been identified as holding the key to the seamless and successful integration of translanguaging into the classroom. Rowe outlines some of these practices in her text. She advises that teachers should create spaces where students feel that their languages and cultures are truly valued. Rowe adds that it is critical for teachers to model translanguaging. Essentially, she encourages teachers to be passionate in embracing the languages of their students. Other practices that drive the adoption of translanguaging include using texts that support dual languages, creating opportunities that allow for multilingual interactions, and involving the families and communities of the students in the learning process (Rowe, 2018). Rowe is not alone in outlining the principles, strategies and approaches that should accompany the adoption of translanguaging. She is joined by such other scholars as Garcia (2009). According to Garcia, it is critical for teachers to understand the different frameworks and types of bilingual learning. This understanding makes it possible for teachers to match specific types of bilingual learning to the needs and the specific circumstances faced by their students. In closing, there is no doubt that translanguaging is needed more today than ever before. As classrooms become more diverse, teachers will need to embrace the first languages of their students. When they do this, they will be making it clear that they recognize the equality of all languages.
References
Garcia, O. (2009). Bilingual education: frameworks and types. In Bilingual education in the 21 st century: a global perspective. West Sussex: Wiley-Blackwell.
Garcia, O., & Wei, L. (2014). Translanguaging and education. In Translanguaging: language, bilingualism and education. New York: Springer.
Garcia, O., & Wei, L. (2014b). Translanguaging to teach. In Translanguaging: language, bilingualism and education. New York: Springer.
Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: origins and development from school to street and beyond. Educational Research and Evaluation, 18 (7), 641-54.
MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54 (1), 167-201.
Rowe, L. W. (2018). Say it in your language: supporting translanguaging in multilingual classes. The Reading Teacher, 72 (1), 31-38.
