Running head: Translanguaging in Elementary Reading Instruction 1

Translanguaging in Elementary Reading Instruction

Britney L. Pardue

NC State University, Spring 2019

ECI 541: Reading in the Content Areas

APA Title Page

 Translanguaging in Reading Instruction

In this position paper, I promote the use of translanguaging as a pedagogical approach in

guided reading instruction and offer translanguaged reading strategies that could be employed. I
first present background information on translanguaging as an alternate framework to traditional
models of bilingualism. In the discussion, I examine translanguaging as an instructional method
to facilitate learning and to complement culturally responsive teaching. I then describe specific
classroom considerations and guided reading strategies that incorporate elements of
translanguaging. I conclude by encouraging wider adoption of translanguaging in schools,
classrooms, and communities.

Background

Translanguaging is the spontaneous and flexible movement between two or more

languages to deepen communication and comprehension. The term was first coined by Welsh
educator, Cen Williams in 1994 to describe the mixed-language pedagogical methods he
practiced in Welsh-English bilingual programs (García and Kleyn, 2016, p. 9). The term has
since been applied in various fields, contexts, and settings to describe discourse patterns of
bilinguals, theories of language, and instructional pedagogy in classrooms.

Traditional models of bilingualism conceive of bilingualism as two entirely separate

monolingualisms. Thus, a bilingual is someone who has a first language (L1) and adds on a
wholly distinct linguistic system (L2) to their skillset. This outdated model of bilingualism
misinforms instructional practices in classrooms across the US – teachers wrongly discourage
students’ use of home languages and reject bilingual education. In fact, despite extensive
research that supports home language use in instruction, the dominant ideology in US schools
continues to subscribe to English-only traditions, detrimentally affecting multilingual learners
across the country.

Discussion
Translanguaging Supports Learning

Translanguaging ​differs from traditional models of bilingualism – it asserts bilinguals do

not have two separate linguistic systems and instead draw from single, unified linguistic
repertoire (​García and Kleyn, 2016, p. 14). In the translanguaging model of bilingualism, L1 and
L2 linguistic knowledge are interrelated. Correspondingly, language and cognitive development
in one language system spurs on language and cognitive development in the other. Thus, home
language support aids students’ learning. Collier and Thomas’s (2004) 18-year longitudinal study
describes the effectiveness of dual language programs, which offer extensive home language
support, in comparison to other ESL program models. Kleyn’s (2016) detailed case study
analysis concludes that flexible, student-centered instructional approaches which incorporate
home language use are necessary for authentic and meaningful learning. Researchers and
educators alike overwhelmingly conclude home language support is one of the most effective
methods to promote emergent bilinguals’ cognitive, linguistic, and content learning (Peregoy and
Boyle 2017; García and Kleyn 2016; Collier and Thomas 2014). Thus, educators can employ
translanguaging as a home language support tool during guided reading instruction across
content areas to facilitate learners’ academic and cognitive growth.

Translanguaging Supports Culturally Responsive Teaching

Translanguaging is a natural complement to culturally responsive teaching. As a

pedagogical framework, translanguaging requires teachers to understand, value, and utilize
students’ cultural, linguistic, and cognitive backgrounds. This means students’ whole selves,
abilities, and stories are valued in the classroom. Adichie (2009) encourages us to “engage with
all the stories” of individuals and warns us that ignoring pieces of person “robs people of
dignity.” Ignoring a students’ linguistic or cultural background robs them of dignity. Gay’s
(2002) model for culturally responsive teaching encourages educators to consider students’
cultural and linguistic background when selecting curriculum and classroom approaches to create
a positive learning environment in which all students feel valued and respected. Translanguaging
is a natural complement to this model. Dolly and Vallejo (2018) discuss how translanguaging
can shift power dynamics in the classroom and allow culturally and linguistically diverse
students to become more visible. Translanguaging fosters an inclusive, culturally responsive
learning environment in which all students’ abilities are valued.

Classroom Considerations

To embrace translanguaging in culturally responsive guided reading instruction,

educators should begin with careful planning. When designing curricula, teachers should
consider themes that will be culturally relevant to their students. They should also incorporate
materials, literature, texts, art, etc. that represent diverse cultural, linguistic, socioeconomic,
racial, religious, and gender perspectives (Vacca, Vacca, and Mraz 2017; Gay 2002; Adichie
2009). When planning classroom activities, educators can strategically integrate students’ funds
of knowledge and home languages. Teachers should recognize students may engage in
culturally- and linguistically-informed ways of knowing, questioning, and interacting that differ
from their own (Vacca et. al, 2017, p. 58). The teacher’s own experiences can influence how
they perceive different discourse and learning styles. Thus, engaging in critical self-reflection is
a must. Ellis (2012) explains how the teacher’s background can also influence how, when, and
why they either embrace or shy away from critical intercultural communication. Beyond specific
reading strategies, teachers can also embrace translanguaging in the classroom discourse and
environment. For example, teachers can greet students in home languages when they enter the
classroom or they can create a multilingual visual classroom landscape by adding multiple
languages to existing classroom charts and posters. Once educators have engaged in critical
self-reflection, thoughtful curriculum planning, and considered the classroom environment, they
can begin to design classroom lessons and activities.

Translanguaging Strategies in Guided Reading

Many existing, widely accepted guided reading strategies can be adapted to include
strategic uses of home languages and translanguaging. The discussion below provides examples
of activities that could be incorporated or modified by instructors in translanguaged guided
reading instruction.
Pre-reading.

● Activate Student Interest

Educators can activate student interest by relating the text to students’ own lives. If the
educators have already selected culturally responsive texts, they have made an excellent
first step. Students can participate in Think-Pair-Share discussions in
same-home-language small groups to utilize both target and home languages.
● Engage Background Knowledge
Beyond academic background knowledge, educators can also engage students’ funds of
knowledge, “historically accumulated and culturally developed bodies of knowledge and
skills” in the classroom to create meaningful and authentic learning experiences (Moll et.
al, 1992, p. 133). To engage background knowledge, students can complete multilingual
K-W-L Charts or Carousel Walks in which students identify what they already know
about the topic in any classroom language that aids their learning. This can be a very
positive learning activity. Many emergent bilinguals can demonstrate deeper
understanding of the topic in their home language, and seeing their home language
visually represented in the classroom can also be a powerful symbol of inclusion for
culturally and linguistically diverse students.
● Prepare for Reading
Teachers can preview vocabulary by providing (or soliciting) a definition for new words
in English along with translations in other classroom languages and visual
representations. Prediction or anticipation guides could be developed or completed in
multiple classroom languages. GoogleTranslate can be a helpful resource. Other
resources, like KidsWordsmyth, are also helpful for language learners because of the
visual and audio components.

During reading.

● Multi-Text/Multi-Source
Teachers can use multiple texts, perhaps even in different classroom languages, to
 support literacy and learning (Vacca et. Al, 2017, p. 130). Students can also use
translated text alongside the English-version. NewsELA is a free resource that offers
many non-fiction articles at various reading levels, some which include Spanish
translations.
● Modeling
Teachers can use think-alouds to model reading comprehension strategies. Teachers,
when possible, can also model these think aloud strategies in other classroom languages.
● Group Reading
Teachers can lead reading in small groups to provide personalized attention to students.
Teachers should thoughtfully consider whether they want to use same-language groups or
mixed-language groups. In both grouping options, teachers can employ translanguaging
as a tool. The teacher can also use jigsaw groups to divide the text into sections and have
each class summarize a section for the class. Jigsaw groups, which can also be groups by
same- or mixed- languages, can also provide opportunities for translanguaging. Teachers
should ensure students do not shy away from reading or responding in a language their
peers do not understand. All reading should be celebrated in the classroom. Small groups
are excellent spaces to encourage this type of language use.
● TPR and Visuals
TPR and Visuals are excellent tools in the translanguaged classroom as they transcend
linguistic boundaries and can be used by all learners, regardless of language.

After reading.

● Collaboration
Collaborative learning circles can allow students’ to build confidence in the classroom as
they regularly interact with the same group of peers over a series of lessons. If learning
circles meet regularly and contain same-language pairs, students may feel they are able to
use home languages more freely than in whole-class settings.
● Writing
Especially for emergent bilinguals, writing about classroom reading in a home language
 can allow students to process texts more deeply than they would be able to in the target
language. Writing and reading, in all languages, should be encouraged.
● Translating
Another fun activity is to ask bilinguals to translate a passage into their home language.
This can also be used as an alternate activity when differentiating instruction. For
example majority language speakers can provide a summary of a passage in English
while bilingual speakers can provide a translation. Better yet, let the students pick!
Students can compare their translations and summaries with their peers or read the
translation to the class. Students can read aloud in their home language, regardless of
whether classmates understand or not.

Conclusion

Translanguaging is a natural complement to culturally responsive teaching and can be

employed in guided reading instruction across content-areas to aid learning and comprehension.
Translanguaging embraces and celebrates students’ diverse linguistic heritage and fosters
inclusion. While translanguaging is often viewed as a tool for the ESOL, bilingual, or foreign
language classroom, content-area teachers in multilingual settings can also experiment with
translanguaging. Beyond the classroom, schools and policy-makers should also consider ways to
embrace translanguaging as a cultural and educational policy. When we raise translanguaging as
an effective pedagogical tool, we foster our students’ academic, social, and personal success.
 References

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