Blog: Translanguaging. How to Use Students’ Own Languages to Enhance Learning

In this blog, trainer and subject expert, Tom Beakes, takes a look at how translanguaging leverages students’ home languages, dialects, and English to enhance learning in multilingual classrooms.

Tom Beakes at The Bell Foundation — Tom Beakes,
Trainer 10 December 2024

If you’re teaching in a multilingual classroom, you have probably heard about translanguaging, a concept that is gaining popularity in international school contexts. But what does it mean, what does it look like and how might it help our plurilingual students? Let’s take a look.

What is “translanguaging” in a school context?

Translanguaging is the practice of using all the linguistic tools a learner possesses - their home languages, regional dialects, and English - purposefully in the classroom to support learning. However, there is more to it than this. Much of what we label as translanguaging is nothing new; teachers and students have been switching between languages to facilitate learning forever. The shift is more of an ideological one. Translanguaging is more than just allowing other languages; it's about seeing all of a student's languages as valuable assets and leveraging them to make learning more accessible, engaging, and meaningful.

Previously, multilingualism was often seen as a barrier. English-only policies were common, and use of other languages was discouraged or even punished. English was viewed as the only acceptable tool for learning. Although usually well-meaning, this approach can unintentionally limit students' learning potential and can also deny them a core aspect of their identity. As well as using all the learner’s linguistic tools , a translanguaging approach is also a belief that recognising, and valuing all languages used by staff and students will strengthen and benefit the school community. This approach treats multilingualism as a strength and opportunity, not a problem or challenge to be ‘fixed’, and offers a framework for integrating all of a student's language resources into lessons.

Why should we use translanguaging?

A recent summary of the research into translanguaging in English language teaching suggested the following benefits:

1. Linguistic benefits

2. Cognitive benefits

3. Cultural benefits:

4. Socio-emotional benefits:

Tian & Li, (2024)

This means that translanguaging needs to be part of the discussion on equity and inclusion in international schools and should be addressed in whole school language policies.

Group Of Children Wearing School Uniform

What translanguaging looks like in practice?

So, what does this mean for teachers? Translanguaging can be spontaneous or planned, and it can look different depending on the classroom context.

1. Spontaneous translanguaging

Spontaneous translanguaging happens naturally when students use their languages during conversations or writing tasks. You might notice students mixing languages in group discussions or using phrases from their home language to explain ideas or annotate a text. Instead of stopping this, encourage it! This mixing of languages is often how plurilingual speakers think and express themselves most effectively.

2. Planned translanguaging

Planned translanguaging involves designing lessons that intentionally incorporate students’ languages. This might include:

Using bilingual resources: Provide translations of English vocabulary, key concepts, task rubrics and key texts in students home language. Offer access to bilingual dictionaries, picture dictionaries, word mats, displays and online translation tools (Clements & Szlapak, 2024).

Own-language moments: Allow students to use their own language before, during or after a speaking or writing task in English to enhance the quality of the content (Kerr, 2014).

Translating texts: Students can translate English sentences or short texts into their own languages or vice versa to raise awareness of nuances of meaning and how key concepts are accurately translated between languages (Kerr, 2014).

Cross-linguistic comparisons: Make space for students to compare their languages with English. Simple questions like, "How do you say this in your language?" or "Does your language work like that?" can spark valuable conversations and learning moments.
Explicitly inviting own-language use: Encourage learners to use all their languages when participating in speaking and writing activities, where it facilitates learning.

Tian & Li, (2024)

Tailoring translanguaging to your classroom

Translanguaging strategies can vary depending on the type of multilingual classroom you teach in. Kerr (2014) categorises multilingual classrooms into three types:

Type A: Diverse languages in the classroom, no shared common language (including teacher).

If your classroom includes students from various linguistic backgrounds you might think translanguaging is impossible but many strategies are still possible:

Storytelling: At primary level, invite parents to share stories from their cultures in their home languages. After the story the children can ask questions or discuss what they think happened in English. It doesn’t matter if they don’t understand everything, the point is to normalise hearing other languages celebrating their classmates’ cultural heritage. For older learners, this idea can easily be extended to songs or poetry.

Own language “brain breaks”: Provide students with a “brain break” where they can chat in their home languages or listen to music, move around or some other non-linguistic activity. This breaks up the cognitive load of concentrating on a second language.

Teach your own language: Set aside time for students to teach each other a simple dialogue in their own languages. It’s a great way to foster curiosity and mutual respect whilst building language awareness.

Teaching online translation tools: Teach learners the ”tricks” to using online translation tools. Techniques such as cross-checking vocabulary definitions using bilingual dictionaries, translating sentences or chunks rather than individual words and comparing online translation tools are vital skills for independent learning.

Type B: Shared language among students, but the teacher doesn’t share it.

In these classrooms, it can be tempting to keep own-language use to a minimum, but ensuring there are clear expectations about when it is and isn’t useful to use English will allow both languages to be used effectively. Useful strategies can include:

Reverse translation: Present a short model text in English and draw attention to key vocabulary and structures, provide a translation in the students’ home language (or get them to translate it). Remove the original English text and have students translate the own-language text back to English and then compare their work with the original. Is the students’ version better than the original or can it be improved? The idea is not to recreate the original text perfectly. This working back and forth between languages offers multiple opportunities to notice key language features in English and experiment with using them.

Pre-topic research and vocabulary building: Learners can research a topic in their home language before encountering it in English. They can select vocabulary from their own-language research that they don’t know how to say in English and translate it. Alternatively, ask learners to brainstorm vocabulary they think will appear in a topic in their first language, then translate the words into English. This works well as a flipped homework task with learners adding their vocabulary to a shared online platform such as Quizlet or Padlet.

Own language planning time: Learners use their own language to plan for a writing or speaking task in English. This increases the amount and depth of ideas learners come up with.

These activities can also be used in Type A and C classes with some small changes.

Type C: Students and teachers share a home language.

If you share a language with your students, you have a unique opportunity to use it strategically. These techniques can also be used in a Type B classroom if you have bilingual teaching assistants:

Sandwiching: Insert key phrases in the students’ home language during instruction surrounded by the English translation. This should be done strategically with carefully chosen chunks of language such as common classroom language. E.g. Now, group one, give me an example.

Recasting: Acknowledge students’ use of their language, then rephrase their response in English. This helps students make connections and strengthens their English skills without discouraging their natural language use.

Mirroring: Drawing attention to a mistake in English that you suspect is caused by a “false friend” or applying the conventions of their home language incorrectly to English. This might include providing a literal word for word translation of the correct English phrase into the students’ language to highlight how English differs. E.g. El es cinco años viejo * “He is five years old” instead of the correct translation El tiene cinco años.

Overcoming challenges

Implementing translanguaging isn’t always easy, and it may be met with some resistance from students, families, or even colleagues. Possible strategies to navigate these challenges:

Celebrate linguistic diversity: Find out about and celebrate the languages and language varieties used by all students and staff. Make them visible and audible in your school. One key tip is to avoid associating national flags with languages – where does this leave indigenous languages or languages spoken across national boundaries?

Foster collaboration: Exploit opportunities for collaboration between EAL specialists and class or subject teachers. Co-planning curricula and schemes of work to include translanguaging can be very impactful.

Build awareness: Have open discussions with students about why you are encouraging translanguaging. Ask them questions like, "When does using your language help you?" and "When is it helpful to switch to English?" These conversations can make students feel more comfortable and invested in the approach.

Engage families: Explain the benefits of translanguaging to parents and caregivers. Highlight how this approach supports their children’s overall learning, enhances their English and celebrates their cultural identities.

Measure impact: Keep track of how translanguaging is affecting your students. Are they engaging more in lessons? Do they seem more confident when participating? This evidence can help you refine your strategies and advocate for broader adoption.

Translanguaging is about much more than simply allowing other languages in the classroom - it's about recognising and harnessing the rich linguistic resources students bring with them. It is potentially a daring and disruptive stance to take, however, when done strategically, it can transform how students learn, connect, and feel about their education.

References:

Clements, P. & Szlapak, A. Supporting EAL Learners: Strategies for inclusion, DELTA publishing.

Kerr, P., 2014. Translation and own-language activities. Cambridge University Press.

Tian, Z. and Li, W., 2024. Translanguaging and EFL Teaching. In Oxford Research Encyclopedia of Education.

Wei, L., 2024. Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning. Language Teaching, 57(2), pp.203-214.

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