Translanguaging: Strategies for the Classroom Christina Celic
[email protected] NYSIEB Seminar March 16, 2012
How can we build upon students’ languages in the classroom?
Translanguaging Strategies ò As a scaffold to help emergent bilinguals learn English.
ò As a way to cultivate students’ bilingualism – using all of their languages as a resource for learning, reading, writing, and thinking in the classroom.
ò What translanguaging strategies help emergent bilinguals develop content knowledge, literacy, and language: ² In a bilingual classroom ² In an ESL classroom
Translanguaging in a Bilingual Classroom
Read thematically in multiple languages
Processing Learning in Multiple Languages ò Students take notes about their reading in both languages ò Students discuss what they are learning in both languages
Multilingual Word Walls continent continent
Africa is the second largest continent. L'Afrique est le deuxième plus grand continent.
equator équateur
The equator crosses Africa. L'équateur traverse l'Afrique.
desert désert
Africa has three large deserts. L'Afrique a trois grands déserts.
mountains montagnes
Africa has mountains. L'Afrique a des montagnes.
savannah savane
Africa has a savannah across the center. L'Afrique a une savane à travers le centre.
Multilingual Word Walls continent continent
Africa is the second largest continent.
equator équateur
The equator crosses Africa.
desert désert
Africa has three large deserts.
mountains montagnes
Africa has mountains.
savannah savane
Africa has a savannah across the center.
Multilingual Word Walls continent continent
L'Afrique est le deuxième plus grand continent.
équateur equator
L'équateur traverse l'Afrique.
désert desert
L'Afrique a trois grands déserts.
montagnes mountains
L'Afrique a des montagnes.
savane savannah
L'Afrique a une savane à travers le centre.
Multilingual Writing References Français Tout d'abord
English
vous devez vous rendre à l'Afrique du Sud parce…
First of all,
Une des raisons
One reason
que vous devriez aller
en Egypte est…
Une autre raison,
vous devriez aller au
Kenya parce que…
En outre,
vous devriez aller au Sénégal en
raison…
you should go to South
Africa because…
you should go to Egypt is…
Another reason
you should go to
Kenya is…
In addition,
you should go to Senegal
because…
!
Enfin, vous devez vous rendre au Maroc
Finally,
parce que…
because…
you should go to Morocco
Translanguaging in a Bilingual Classroom ò
Mini-lessons: alternate between English and French
ò
Language: Key vocabulary and syntax is developed in both languages (side-byside)
ò
Independent Reading: a combination of English and French
ò
ò
Wide reading around a particular topic to develop content knowledge and language
ò
Use of websites in English and French
ò
Use of books in English and French
ò
Listening to texts in English and French
ò
Students take notes about their reading in a combination of English and French
Independent Writing: one piece in English, and another in French. Sometimes the two languages are purposefully combined in one writing piece.
Translanguaging in an ESL Classroom
Native Americans Unit ò Read extensively about the topic in English ò Students looked at some websites about indigenous groups in their home languages ò Listening Center: Listened to Spanish summaries/translations of English books ò Made comparisons to indigenous groups in other countries
Multilingual Versions
Arabic
Urdu
Spanish
Vietnamese
French
Mandarin
Tools: Amazon book search
Making meaning through multiple languages ò Mini-lessons: “Turn and Talk” Partners
Vocabulary Graphic Organizers natural resources recursos naturales 自然資源 Things people can use from nature.
The Iroquois used natural resources like wood to make longhouses.
Google Translate
Multilingual Word Walls eyes ojos 眼睛
A frog has big eyes to hunt.
ears orejas 耳
A fox has large ears to hunt animals.
nose nariz 鼻子
A deer has a nose to smell animals.
tongue lengua 舌頭
A butterfly has a tongue to eat nectar.
Bilingual Picture Dictionaries
Strategies in an ESL classroom ò Mini-lessons: English ò Small group work and individual conferences: English and/or home language, when possible ò Partners: that speak the same home language, when possible ò Independent Reading: in English and the home language ò Wide reading around a particular topic to develop content knowledge and language ò Use of multilingual websites ò Use of multilingual books ò Listening to texts in home language
ò Independent Writing: in English and the home language
Take-‐Aways ò Translanguaging can happen in any educational setting: bilingual, ESL, mainstream. ò It can serve as a scaffold for learning English. ò It can also be a powerful way for students to use their languages as a resource for their learning.
