This blog post will tackle the ninth guiding principle in working with Multilingual Learners (MLs). This content has been adapted for this blog from the WIDA ELD Standards Framework. This guiding principle asks us to think about how multilingual learners use what they know about their home language and English to negotiate meaning, learn deeply, and communicate with others about their learning.
Translanguaging is a HUGE part of that. Ofelia Garcia says, “Translanguaging is about communication, not about language itself. There are times when we need to be language teachers, focusing on accuracy in English so that our learners can pass exams and be taken as proficient speakers in a wider society. Much of the time, though, we are working with students to explore concepts, add to their knowledge, make connections between ideas, and help them make their voices heard by others. This is about communicating, and this is where using all our language resources can be very valuable.”
The work you do as teachers (and I’m paraphrasing from Teacher’s College now…) is the most human endeavor. It is a celebration of connection and the opportunity to share what is in our souls. All students, especially multilingual learners show up in your classrooms hoping that their experiences will be validated, that you’ll recognize that their lives are rich with experiences, and that they’ll be seen in your classroom.
That being said, it is important to think about how students can feel seen in your classroom and how they can express themselves, fully. I have two ideas to share with you about this:
Read Alouds
Think carefully about the read-aloud you choose for your class. When students see themselves and their experiences in your classroom, you create a community and culture of safety and respect. These books should include students of color and even books that feature text or dialogue in a language that is represented in your classroom. I have a large repertoire of books that you can peruse and borrow. I also know that Benjamin has been adding beautiful resources like this to our CE library, too!
Writing
When it comes to writing, we know that if students can’t say it, they can’t write it. Authentic oral rehearsal is important for students to get their ideas from their minds to their papers. We often teach students that adding “voice” to our writing is an expert craft move. Multilingualism is a superpower that can be brought into writing in this way! One of my favorite things to ask students as they are writing a personal narrative is, “How did that person say that? What did it sound like? What words did they use?” and the general response is a phrase in English. I take pause and ask students, “Is that really how your mom said that? In English? Or did she tell you in Spanish?” usually the response is that the words were in Spanish. I take this opportunity to honor the learning process of multilingual learners, translanguaging, and their identity to put Spanish into their writing. You can immediately see how they, and their experiences, feel valued. Sometimes in writing, students don’t know the word in English but the Spanish word is very strong; this is another great opportunity for students to use their translanguaging skills in your classroom
"Multilingual learners use their full linguistic repertoire including translanguaging practices, to enrich their language development and learning." (WIDA 2020).
Photo and Content Credit to: Garcia, Johnson & Seltzer 2017; Hornberger & Link 2012; Wei 2018.
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