In this article, Ruth Whymark, Associate Director of Education, explores two key approaches to language development in multilingual classrooms and analyses their impact on student learning, engagement and overall academic performance.
EXPLORING LANGUAGE DEVELOPMENT APPROACHES IN MULTILINGUAL CLASSROOMS
In today’s multilingual world, schools face the challenge of providing effective education to students from diverse linguistic backgrounds. Two prominent approaches to addressing this challenge are translanguaging and translation practices.
Translanguaging is a dynamic process where students use multiple languages fluidly within a single conversation or educational setting, fostering deeper understanding and engagement. Translation, on the other hand, involves converting text or speech from one language to another, ensuring non-native speakers can access educational content in their native language, crucial for comprehension and participation.
In AISL Harrow schools, bilingual adults fluent in English and Thai or Mandarin significantly enhance the learning process for students acquiring English. These bilingual adults, whether co-teachers, teaching assistants, or support staff, bridge the language gap and ensure students can fully access the curriculum, creating a more inclusive and supportive learning environment.
However, the effectiveness of these bilingual adults depends on strategic deployment. It is essential to balance providing necessary support and encouraging students to engage in ‘hard thinking’ to develop their language skills and cognitive abilities. Over-scaffolding can lead to ‘learned helplessness’, where students become overly reliant on support. Instead, educators should incorporate desirable difficulties within the learning process, promoting deeper learning and long-term retention.
Translanguaging has gained significant attention for leveraging students’ full linguistic repertoires. Originating from Welsh educators in the 1980s, it involves fluid use of multiple languages within a single conversation or educational context, challenging the traditional view of languages as separate systems. This approach enhances learning and communication by viewing languages as interconnected resources.
Research indicates that translanguaging supports bilingual and multilingual development, allowing students to use all their linguistic resources effectively. García and Wei (2014) argue that it promotes cognitive flexibility, cultural identity, and deeper understanding of content. By encouraging the use of home languages alongside the target language, educators create inclusive and engaging learning environments. Studies show that translanguaging leads to improved academic performance, greater student engagement and a stronger sense of cultural identity.
In contrast, traditional translation practices ensure non-native speakers can access educational content in their native language, crucial for comprehension and participation. Translation involves converting text or speech from one language to another, maintaining clear boundaries between languages. While essential for accessibility, relying solely on translation can limit students’ opportunities to develop proficiency in the target language and may not capture cultural nuances and contextual meanings.
Overall, both translanguaging and translation practices have their place in multilingual education. Translanguaging offers a holistic and inclusive approach, promoting cognitive and linguistic development, while translation ensures accessibility and comprehension. Integrating both approaches intentionally can create dynamic and supportive learning environments for multilingual students.
The impact of translanguaging on student learning is significant. Students show improved academic performance, particularly in subjects requiring higher-order thinking skills. They articulate their thoughts more clearly and participate more actively in class discussions. Additionally, translanguaging helps students maintain a strong sense of cultural identity, as their home languages and cultures are respected and valued in the classroom.
Schools relying on traditional translation practices provide translated materials and interpreter services to support emergent English-speaking students, ensuring access to the same information regardless of linguistic background.
While effective for accessibility, translation practices have limitations. Students heavily reliant on translated materials or over-scaffolded by teaching assistants sometimes struggle to develop proficiency in the target language. This dependency could hinder their ability to engage fully with content and participate in classroom activities conducted in English.
“Translanguaging is a dynamic process where students use multiple languages fluidly within a single conversation or educational setting, fostering deeper understanding and engagement.” – Ruth Whymark
CREATING DYNAMIC AND INCLUSIVE LEARNING ENVIRONMENTS
By implementing these strategies, schools can create a dynamic and inclusive learning environment that leverages students’ full linguistic capabilities, enhancing both academic performance and cultural identity.
COMPARATIVE ANALYSIS OF TRANSLANGUAGING AND TRANSLATION PRACTICES
Translanguaging is a holistic and inclusive strategy that promotes cognitive flexibility, cultural identity, and deeper understanding of content. It allows students to leverage their entire linguistic repertoire, leading to improved academic performance and greater engagement.
Translation practices are essential for ensuring non-native speakers can access educational content and participate in school activities, especially at the beginning of their English acquisition journey. However, reliance on translation later on can limit students’ opportunities to develop proficiency in the target language and fully engage with it.
INTEGRATING BOTH APPROACHES
Overall, integrating both translanguaging and translation practices can create a more dynamic and supportive learning environment for multilingual students. By combining intentional use of the strengths of both approaches, educators can better meet the diverse needs of their students, fostering both linguistic development and academic success.
Translanguaging practices are essential in supporting multilingual students and leverage students’ full linguistic repertoires, promoting cognitive flexibility, cultural identity, and deeper understanding of content, leading to improved academic performance. Translation practices ensure non-native speakers can initially access educational content and participate fully in school activities, crucial for comprehension and inclusion at the start of their target language acquisition journey. However, relying solely on translation can limit students’ opportunities to develop proficiency in the target language. Intentional use of translanguaging techniques creates a dynamic and supportive learning environment catering to the diverse needs of multilingual students.
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