What is Translanguaging?

And how to make use of it to help your language students.

How do you get the best out of students with different first languages?

When you teach a class of students with mixed first languages, the temptation is to tell them all ‘only speak English!’ and ban them from using their first language (L1). After all, it won’t do them any good, right?

Wrong. If used properly, a student’s L1 can be a useful scaffold for learning a second language. This concept goes against language learning advice from most of the 20th century, but a growing amount of research shows that using L1 is beneficial.

But only if used correctly. And that’s where translanguaging comes in.

What is translanguaging?

TEFL teachers are often told to “only use English in the classroom”.

During my initial teacher training, I was told that I must use only English, as this would create an English-only environment that would help students learn. This is a shame, as it ignores the students’ own first languages, which can be used as a tool and support for learning English faster.

Translanguaging is a teaching strategy where students use both their first language and the target language (like English) together. This helps them understand lessons better and express themselves more fully by drawing on all the languages they know.

For us as teachers, it means encouraging students to use their home language alongside English to enhance learning and communication.

Does translanguaging really work?

Short answer: yes.

Research has investigated how translanguaging techniques affect vocabulary learning, performance, engagement and comprehension.

For vocabulary, using a student’s L1 to explain the meanings of new L2 words makes the learning clearer and more easily understood. From my own experience, I’ve seen teachers jump through linguistic hoops trying to explain the meaning of a new word because they’re trying to use only English. Pointless.

One study showed that students who engaged in translanguaging activities got higher grades and improved performance.

It shouldn’t be too surprising that students feel positive about using their L1, and when they use it to learn, they understand more and engage more deeply with learning.

Also, logically, if students are able to use their L1, they’ll be able to engage with material slightly higher than their level (a good use of the ‘Zone of Proximal Development’), so it makes more complex learning materials available and improves their understanding.

This all sounds marvellous, but what does translanguaging actually look like in a lesson?

Translanguaging activity examples

Translanguaging activities should encourage language students to use all their languages to help them learn English. Finding activities designed to use multiple languages can be tricky, but these have all worked well for me.

Dual-Language Journals

Students keep a journal where they can write entries in both their home and target languages. They can start a sentence in one language and finish it in another, or write a reflection in one language and translate it to another.

Bilingual Text Analysis

Provide texts in both languages and ask students to analyse and compare them. This could involve finding similarities and differences, discussing cultural contexts, or translating parts of the text.

Collaborative Storytelling

Students who share a first language can work in groups to create a story, using their L1 and English. They can switch languages when it helps them better express their ideas. Top tip: agree on a maximum amount of L1 they can use (e.g. 20% of the story at most can be in L1).

Multilingual Research Projects

Assign research projects where students gather information from sources in multiple languages. They can then present their findings using both languages, integrating and translating key points.

Language Buddies

Pair students who speak different home languages and have them work together on tasks. They can teach each other vocabulary and phrases from their languages, helping each other understand and complete assignments.

Translanguaging Corners

Set up areas in the classroom where students can freely use their home languages. These corners can have resources like books, posters, and materials in multiple languages, encouraging students to use their linguistic skills for learning and communication.

Bilingual Reading and Discussion

Use bilingual books or texts and have students read them in both languages. Follow up with discussions where students can use both languages to express their thoughts and analyses.

Multilingual Presentations

Allow students to give presentations in which they can switch between languages. They can use one language to explain a concept and another to provide examples or personal anecdotes.

Cultural and Language Projects

Have students create projects about their cultural heritage, using both their home language and the target language. This could include writing essays, creating videos, or making posters.

Code-Meshing Assignments

Encourage students to submit written assignments that incorporate both their home language and the target language. They can mix languages within paragraphs to express complex ideas more effectively.

Challenges with translanguaging

It can be tricky to balance using students’ L1 and using English. To be honest, I wouldn’t recommend Translanguaging for first-year teachers or teachers who are still working on the basics, like classroom management or behaviour management.

Changing your mindset about what should happen in the classroom can also be challenging. It’s not just your mindset - depending on where you work, you might face barriers of understanding from parents and other staff members.

So, work with your students and colleagues to take small steps together. Plan together, try activities in your respective lessons, and make translanguaging a collaborative project.

By embracing students' full linguistic repertoire, you can unlock the full potential of your students.

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