Melanie Gehrke

CLDE 5820: Teaching Multilingual Learners

The Importance of Using Home Language in the Classroom

Giving students the opportunity to speak in their home language at school, allows students the opportunity to speak with fellow
bilingual peers to learn, clarify, and share ideas in their native language. As stated by Gibbons, “Second language learners will have
experienced a wide range of contexts in which they have learned to use their mother tongue, but probably a much more restricted
range of contexts in English. If these children’s previous language experience is not taken into account when they start school, and if
they are expected not only to learn a second language but to learn in it…”, students are likely to fall behind their English speaking
peers (Gibbons, 2015, p. 10). Honoring students home language in the classroom demonstrates to students that their home language is
a valued part of school. Using home language is also a way for school, as a system, to validate students’ identities as bilingual
speakers, readers, writers, and thinkers.

In order to counter the hegemonic nature of English in traditional education, educators need to intentionally plan for the inclusion and
celebration of other languages in the classroom. Shannon (1995) explains that the consequences for ignoring the hegemony of English
leave an entire group of people feeling inferior and believing their bilingualism is a weakness rather than a strength. “Once language
achieves hegemonic status, dominated languages are more easily perceived as inferior and their speakers almost inevitably internalize
that lowly status. Consequently they develop a tendency to abandon their language for the dominant one–naturally choosing an
association with the higher status” (Shannon, 1995, p. 177).

One powerful way to counter the hegemony of English is to allow students the opportunity to access background knowledge and
express their thinking in their home language, rather than being asked to express their thinking in English, a language with a restricted
range of contexts (Gibbons, 2015). Allowing students to express their thinking initially in their home language gives students the
opportunity to use a language that they have had a wider range of experiences with.
The term translanguaging, as described by Celic and Selzter (2011), explain that bilinguals intentionally select features from the
languages with which they speak in order to communicate in the most effective way. As stated in the work of Celic and Seltzer (2011),
“Translanguaging permits students’ and teachers’ to acknowledge and use the full range of linguistic practices of bilinguals, and to use
these practices for improved teaching and learning” (Celic & Seltzer, 2011, p. 3). Not only are bilingual students utilizing
translanguaging, they are also code-switching, or “…alternating language within one linguistic context” (Escamilla, et al., 2014).
Escamilla et al. (2014) explain;
Bilingual students draw on multiple resources to communicate. These resources are fundamentally based on their unique ability
to process across langauges. Students not only transfer skills and strategies, but also themselves, their personas, their social
Melanie Gehrke
CLDE 5820: Teaching Multilingual Learners

realities, and their knowledge of the world (p. 77).

“Developing mindful language users is an important step in helping students develop autonomy and control over their language in
ways that make them more powerful speakers and writers in school and beyond” (Gibbons, 2015). In honoring the language abilities
that emerging bilingual students bring to school, teachers are also demonstrating to students that they value their full self and ability as
individuals and learners. If educators are cognizant of translanguaging and code-switiching, they can harness the unique ability of
emerging bilingual students in their classroom.

Bibliography
Celic, C. &. (2011). Translanguaging: A CUNY-NYSIEB Guide for Educators. New York, NY: CUNY-NYSIEB, The Graduate
Center.
Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-Gonzalez, L., Ruiz-Figueroa, O., & Escamilla, M. (2014).
Biliteracy from the Start LITERACY SQUARED IN ACTION. Philadelphia, PA: Caslon, Inc.
Gibbons, P. (2015). Scaffolding Language Scaffolding Learning Teaching English Language Learners in the Mainstream Classroom.
Portsmouth: Heinemann.
Shannon, S. M. (1995). The hegemony of English: A case study of one bilingual classroom as a site of resistance. Linguistics and
Education: An International Research Journal, 177-201.
Vogt, M., & Echevarria, J. (2008). 99 Ideas and Activities for Teaching English Language Learners with THE SIOP MODEL. Boston,
MA: Pearson Education Inc.
 Melanie Gehrke
CLDE 5820: Teaching Multilingual Learners

Strategies for Using Home Language in the Classroom

Strategy Procedure Rationale Reference

Bilingual Word Wall Create one word wall that matches English Help students develop metacognitive skills and Biliteracy from the Start
words with the same word in other metalanguage skills to encourage bilingual LITERACY SQUARED IN
languages that children speak in the (and/or multilingual) language development ACTION
classroom. (Escamilla, et al., 2014). Escamilla, K. et al.
Pg. 79
Adivinazas Direct students to choose a joke or riddle Help students develop metacognitive skills and Biliteracy from the Start
and translate from one language to another. metalanguage skills to encourage bilingual LITERACY SQUARED IN
Discuss whether the translation makes (and/or multilingual) language development. ACTION
sense or not. Help students develop metalanguage skills by Escamilla, K. et al.
thinking about and analyzing why, when, and Pg. 79
how they code-switch (Escamilla, et al., 2014).
Author Studies Analyze the writing of bilingual writers. Help students develop metacognitive skills and Biliteracy from the Start
Discuss why, how and when the author metalanguage skills to encourage bilingual LITERACY SQUARED IN
uses each language. Look at the reason for (and/or multilingual) language development. ACTION
code-switching in the author’s writing. Help students identify how bilingual authors Escamilla, K. et al.
use code-switching (Escamilla, et al., 2014). Pg. 79

Bilingual Writing Direct students to write using two Help students develop metacognitive skills and Adapted from:
(Extension to Author languages. Analyze and discuss why metalanguage skills to encourage bilingual Biliteracy from the Start
Studies) students made the language choices they (and/or multilingual) language development. LITERACY SQUARED IN
did in their writing. Help students practice using code-switching ACTION
like the mentor text and mentor author Escamilla, K. et al.
(Escamilla, et al., 2014). Pg. 79
 Melanie Gehrke
CLDE 5820: Teaching Multilingual Learners

Strategy Procedure Rationale Reference

Annotated Code Have students indicate code-switching in Help students develop metacognitive skills and Adapted from:
Switching their writing. Direct students to indicate metalanguage skills to encourage bilingual Biliteracy from the Start
when they are code-switching by using (and/or multilingual) language development. LITERACY SQUARED IN
brackets or italics to signal the conscious (Escamilla, et al., 2014). “These indicators alert ACTION
choice to use a different language. the reader that the writer is cognitively aware of Escamilla, K. et al.
code-switching, a sign of developing Pg. 79
metacognition about bilingualism” (Escamilla,
et al., 2014, p. 79).
Preview/Review Students are directed to do a picture walk The “…few minutes at the beginning and end Adapted from:
with a book before the lesson begins and of a lesson were shown to increase student Biliteracy from the Start
the text is read to the whole group/small learning by allowing students to activate LITERACY SQUARED IN
group. While doing the picture walk, schema and solidify essential concepts” ACTION
students are asked to speak to their peers in (Escamilla, et al., 2014, p. 73). Escamilla, K. et al.
their native language. After the text is read Pg. 73
during the lesson, students meet again to
discuss what was read. Again, students use
their native language to discuss the book.
Bilingual Personal Students create a dictionary where they can Help students leverage their emerging bilingual Adapted from Personal
Dictionaries write unknown words. Teachers can also abilities while also learning important Dictionaries and 4-Corners
utilize small guided groups where the vocabulary (Vogt & Echevarria, 2008, p. 35). Vocabulary from:
teacher directs all students to write the Help students visualize words by giving them 99 Ideas and Activities for
same word. If used in a group setting, there an opportunity to draw representations of the Teaching English
are more opportunities for discussion and words. Language Learners with
student misconceptions can be identified THE SIOP MODEL
quickly. Vogt, M., & Echevarria, J.
Pg. 35, 40
***See sample dictionary page at the end
of the document***
 Melanie Gehrke
CLDE 5820: Teaching Multilingual Learners

Strategy Procedure Rationale Reference

Cognate Anchor Chart Create an anchor chart that includes words “The importance of explicit cognate instruction Biliteracy from the Start
in English and Spanish (and/or other is to help students understand how their two (or LITERACY SQUARED IN
languages students speak). Draw students more) languages interact in predictable and ACTION
attention to the difference and similarities patterned ways that can expand their ability to Escamilla, K. et al.
between words in other languages. comprehend and create text exponentially” Pg. 71-74
Cognates are defined as, “…words in (Escamilla, et al., 2014, p. 71).
different languages that share the same “Understanding the power of cognates aids 99 Ideas and Activities for
etymological root resulting in similar students in reading comprehension and in Teaching English
spelling, meaning, and pronunciation” writing” (Escamilla, et al., 2014, p. 71). Language Learners with
(Escamilla, et al., 2014, p. 71). For THE SIOP MODEL
example, most words in Spanish that end in Vogt, M., & Echevarria, J.
–dad usually end in –ty in English Pg. 42-43
(electricdad/electricity and
universidad/university).
Be aware of false cognates and ground all
teaching of cognates with text or in a
meaningful context.
*** See example at the end of the
document***
Vocabulary Match Create a set of cards with an English word Help students work collaboratively and learn Adapted from Vocabulary-
on one card, a matching picture on another new vocabulary. Help students develop Go-Fish from:
card, and a matching word in a different metacognitive skills and metalanguage skills to 99 Ideas and Activities for
language on the third card. Students would encourage bilingual (and/or multilingual) Teaching English
work individually, in pairs, or small groups language development (Escamilla, et al., 2014). Language Learners with
to match the word in English, the picture, This activity encourages other students in the THE SIOP MODEL
and the word in a different language. classroom to learn new language. It also shows Vogt, M., & Echevarria, J.
students that their home language is of value in Pg. 35, 40
the classroom.
 Melanie Gehrke
CLDE 5820: Teaching Multilingual Learners

Strategy Procedure Rationale Reference

Jumbled Sentences Ask students to share something about “…use of the mother tongue in the early stages Scaffolding Language
themselves, something they did over the of learning English reduces the frustration Scaffolding Learning
weekend, or something they like in one children may feel when they are unable to Teaching English
sentence. Scribe the sentence on sentence participate in classroom tasks that they would Language Learners in the
strips. Cut the sentence into meaningful be well able to carry out in their mother Mainstream Classroom
phrases. [Once upon a time] [there was] [a tongue” (Gibbons, 2015, p. 123). Gibbons, P.
little spider.] Direct students to put the Pg. 123
sentence back in order. Ask students to
defend why they believe a sentence should
be in a certain order. Eventually cut the
sentence into individual words. Ask
students to re-write the sentence. Include
on the sentence strip the translation for
words that students know in their home
language.
Storytelling in the Mother Invite parents, grandparents, guardians, or The activity, “…will demonstrate your respect Scaffolding Language
Tongue community members into the classroom to and acceptance of other languages, position the Scaffolding Learning
read a story in students’ home language. second language learners in the class as Teaching English
Do this activity before students are proficient language users, and show children Language Learners in the
exposed to the text/lesson in English. The that all languages are a means of Mainstream Classroom
whole class can be part of this experience communication” (Gibbons, 2015, p. 151). Gibbons, P.
as it would be valuable for all learners. Pg. 151
“The more time you spend on before-reading
activities, the easier the reading will be for the
learners, and the more likely it will be that they
read for meaning” (Gibbons, 2015, p. 151).
 Melanie Gehrke
CLDE 5820: Teaching Multilingual Learners

Strategy Procedure Rationale Reference

Picture Sequencing Give students photocopies of an entire text. “…use of the mother tongue in the early stages Adapted from Picture
(Variation of Ask students to work in a group to put the of learning English reduces the frustration Sequencing from
Preview/Review) book in order. Students should discuss with children may feel when they are unable to Scaffolding Language
their group members what order they think participate in classroom tasks that they would Scaffolding Learning
the pages should be placed in and why they be well able to carry out in their mother Teaching English
think that. Students can use their home tongue” (Gibbons, 2015, p. 123). Language Learners in the
language to do this activity. Mainstream Classroom
“The more time you spend on before-reading Gibbons, P.
activities, the easier the reading will be for the Pg. 70-71
learners, and the more likely it will be that they
read for meaning” (Gibbons, 2015, p. 151).
Melanie Gehrke
CLDE 5820: Teaching Multilingual Learners

Cognate Anchor Chart Examples

Melanie Gehrke
CLDE 5820: Teaching Multilingual Learners

Bilingual Dictionary Pages

Word in English: Word in Spanish: Word in English: Word in Spanish:

Picture: Picture:

Explanation: Explanation: