Translanguaging

Hello in other languages.

Refugee students are often seen through a deficit-based approach (for example, he has missed three years of school, she doesn’t know a word of English, he’s never been to school ever).

However, culturally responsive pedagogy views all students through an assets-based approach (she has already mastered two languages, he has developed several skills from his experiences outside of school).

Translanguaging is an integral part of culturally responsive pedagogy which uses all of the known languages of a student to enable them to learn. It can be a lifesaver for children who are learning English, as they can utilise their known languages to access the learning.

To use translanguaging effectively, teachers must use lots of visual and diagrams to get the content of the lesson across but then allow students to take notes, do working out and express their ideas in their known languages before then going on to translate it into English.

This enables children to keep up with the pace of the lesson, to engage better with more complex content and to not miss out on learning due to their lack of English. Always provide EAL students with a spare notebook to complete work in their known languages and actively encourage them to use their known languages to learn.

Click on each number below to reveal four suggested methods for using translanguaging in the classroom.

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1. Student writes complex story/poem in first language, utilising skills from the lesson. Then translates into English (making simpler version) with an English-speaking buddy and Google Translate. 2. Student labels diagrams bilingually to enable them to see links between languages. 3. Student takes notes in first language, then uses notes to create final outcome in English. 4. Student compiles bilingual glossary for new topic to utilise in future lessons.

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A former participant of the Healing Classrooms programme said:

“I’m head of Year 10 and when I heard about translanguaging, I thought – amazing, that’s just what we need! I went back to my classroom and spoke to my Year-10 boys, who are still learning English, and I told them, you can write your notes in your own language for revision. You should have seen how excited they were showing off how they could write in Arabic and showing the other students which letters were which. They just looked so proud, and it was really emotional for me to watch.”

You have now covered the 3-step Healing Classrooms Approach:

  • Preparing a Safe Place to Land.

  • Building a Community for Learning.

  • Fostering Academic Success.

Before completing this unit, in the next section you will work on your action plan.

Gamification

Action Plan – Unit 5