Translanguaging: A Teaching Tool that Fosters A Welcoming and Inclusive Environment for Newly Arrived Immigrant Students

Dr. Yacoub Aljaffery, Augsburg University, Minneapolis, Minnesota, USA

During my observation of one of my student teachers, I had the opportunity to witness a unique approach to teaching English language learners (ELLs). One particular student, who had only recently arrived and spoke Quechua and Spanish as her native languages, was learning English as a new language. The student teacher, who also spoke Spanish, conducted an activity to teach the days of the week. She wrote them both in English and Spanish on small pieces of paper. The student had to listen to the word in English, find the corresponding paper, and pronounce it. I was especially struck by an interaction when the student was asked to find "Tuesday." The student picked up the paper, noticed the "T" sound, and realized that "Tuesday" and "martes" (in Spanish) both have the "T" sound. She made the connection by saying, "casi el mismo, martes con T y Tuesday con T," meaning, "it's almost the same, Tuesday and martes both have the T sound."

In our post-observation conference, the student teacher explained that she allowed the student to observe English through her native language, Spanish, and encouraged her to make connections between Spanish words and grammar with English. This approach gave the student the confidence to engage in the lesson and facilitated her learning of English. My student teacher noticed that integrating students' native languages into the learning process empowered some of her students, especially those who had recently arrived and were navigating the educational, linguistic, and cultural systems of a new society.

I wholeheartedly support my student teacher's perspective, acknowledging that the translanguaging approach serves not only as a teaching practice but also as a valuable tool for empowering ELLs, especially newcomers, in their language acquisition and integration into a new academic and cultural environment. I vividly recall my initial days in the United States as a refugee from a refugee camp, when I was navigating a new environment and attempting to understand the academic world. While I was nearly proficient in social language and could effectively communicate with teachers and fellow students, grasping the content of my biology class presented a challenge. My teacher assisted me in finding a resource in Arabic that covered the same topics we were studying. After reading it in my native language, the English version made much more sense to me. Although I am unsure whether my teacher consciously employed the translanguaging approach, it was indisputably beneficial. I continued to utilize the same strategy for other subjects, enabling me to think in both languages and develop academic proficiency in both.

How does translanguaging look in classrooms?

One common question we often encounter is how to effectively use translanguaging in classrooms, especially for students who are new to the language. It's crucial for educators to understand that translanguaging is not just about translation. It involves allowing students to think in multiple languages simultaneously and utilize their native language as a tool for learning their new language. One approach to incorporating translanguaging is through collaborative peer discussions, where students can deliberate on the content in their native languages before presenting their thoughts in English. This collaborative method allows students to process information deeply while honing their English skills in a supportive environment.

Another useful strategy is code-switching, which involves transitioning between languages for both teachers and students, providing a way for students to engage with both languages, especially newcomers who are still adjusting to their additional language. Another way to utilize translanguaging is to ask students questions or request them to rephrase what they have heard or read in their native language. Even if the teacher does not speak the students' native language, they can still encourage the students to think in their native language as they navigate the target language.

Research has indicated that translanguaging offers numerous benefits, including:

Supporting Learning and Cognitive Development

Translanguaging encourages students to fully utilize their linguistic abilities, which leads to deeper cognitive engagement. When students switch between languages, it enhances their understanding and retention of new concepts. Research indicates that multilingual students often demonstrate greater cognitive flexibility, problem-solving skills, and creativity. Allowing students to use their native language alongside English helps bridge gaps in understanding and clarify complex topics, making new information more accessible and less intimidating. This approach supports students with processing new concepts in their native language before expressing them in English, thereby reinforcing their learning (Dougherty, 2021).

Validating Cultural and Social Identity

Translanguaging is an educational approach that respects and supports students' cultural and linguistic identities, conveying the message that their native languages are valuable assets rather than hindrances. This affirmation can enhance students' self-esteem and promote a positive attitude towards learning English. Embracing translanguaging can assist educators in creating a more inclusive classroom atmosphere, nurturing a sense of belonging among students from diverse linguistic backgrounds, and facilitating active and confident participation in class discussions. When I initially observed my student teacher, her new student from Ecuador was reserved and did not speak in either Spanish or English, but within a few weeks, she was able to communicate in English and actively engage in class. I believe that the teaching methods employed by my student teacher allowed the student to feel comfortable and value her language as a means of communication, giving it the same importance as her new language.

Conclusion

Refugee and immigrant children bring valuable assets to the table, such as their fluency in multiple languages and their ability to think in various languages. Educators should utilize these assets to help build confidence, self-esteem, and a sense of belonging for new language learners. Translanguaging is an effective tool for achieving this. This approach extends beyond being a mere pedagogical strategy; it serves as a powerful tool for fostering equitable and inclusive classrooms. By embracing and incorporating students' complete linguistic abilities, educators can enhance learning experiences, support cognitive growth, and create an inclusive atmosphere that recognizes and celebrates all students' cultural and linguistic identities.

Reference

Dougherty, J. (2021). Translanguaging in Action: Pedagogy that Elevates. ORTESOL Journal, 38, 19–32.

Yacoub Aljaffery is a professor in the Augsburg University teaching teachers program. He holds a Ph.D. in curriculum studies from DePaul University and has 20 years of experience teaching ESL. His research is centered on refugee and immigrant students, with a specific focus on newly arrived students.