This document discusses translanguaging and its role in EFL classrooms. It defines translanguaging as bilinguals using linguistic features from both languages to maximize communication. Examples show how allowing flexible bilingual practices helps students learn without focusing on a single language. Research finds translanguaging can increase participation, develop relationships, and convey ideas more easily. It also promotes deeper understanding of content and helps develop the weaker language. The document evaluates benefits like engaging audiences, establishing identity, recognizing languages are fluid, and using multiple literacies to advance lessons. It asks how teachers can incorporate translanguaging in their own classrooms.

1. Vanessa Mari

2.  Discuss what translanguaging is and the role that it plays in the EFL
classroom.
 Evaluate examples of translanguaging.

3. A: 6,000-7,000
B: 2,000-3,000
C: 500-1000
D: 50-100

4.  Think about the language used by YOU in the classroom…how much Spanish
do you use? When do you use Spanish?
 There are 47 indigenous languages in Peru.
 29 million population and 4 million speakers of indigenous languages.

5.  A: 90-80%
 A: 70-60%
 A: 50-40%
 A: Never

7. Bilingualism through monolingualism-Swain (1983)
Bilingualism=two monolinguals in one

8. translanguaging
 García (2009) defines translanguaging as the language practices of bilinguals
and the “multiple discursive practices in which bilinguals engage in order to
make sense of their bilingual worlds” (p. 112).
 Translanguaging is the act performed by bilinguals of accessing different
linguistic features or various modes of what are described as autonomous
languages, in order to maximize communicative potential. (García 2009)

9.  Mazak, Rivera and Soto (2016) flexible bilingual practices in the classroom
allow for learners to “emerge as bilinguals able to articulate knowledge while
focusing on the concept and not only on their use of one language or the
other” (p. 232).

10. Lin and Martin (2005) and Arthur and Martin
(2006) described the pedagogic potentials
behind codeswitching. These include:
increasing the inclusion, participation, and
understandings of pupils in the learning
processes;
developing less formal relationships between
participants;
conveying ideas more easily; and
accomplishing lessons.

11. translanguaging
 Promotes deeper and fuller
understanding of the subject
matter.
 Helps the development of the
weaker language
 Facilitate home-school links
 (Baker, 2001, 2006, 2011)

12. Baker,C . 2011 p. 289)

13. voices
 Excerpt: 31: Translanguaging. Public school teacher
 Ellos le tienen terror al escribir. Yo les digo que escriban en Spanish,
solamente escriban. Una cosa que me gusta dar es dictado porque yo les
dicto un párrafo y ellos escriben.

14.  They turn in the Spanish version but also turn in the semi-translated version
into English. But that’s something I have to ask them constantly, to produce
in English. And I know it is because they compare themselves to the teacher
and are worried about accents.
 (Private school teacher, March 26, 2016)

15.  I always encourage them to work. If you don’t know English, then just do it in
Spanglish they will learn eventually and they do. So I just tell them to write
about what’s in their heads and they like that.

16. Benefits
 Ability to engage audiences through translanguaging
 Use of student translanguaging to establish identity positions
 Recognition that languages do not fit into clear bounded entities and that all
languages are “needed” for meanings to be conveyed and negotiated;
 Endorsement of simultaneous literacies and languages to keep the pedagogic
task moving;
 Recognition that teachers and students skillfully use their languages for
different functional goals such as narration and explanation;
 Use of translanguaging for annotating texts, providing greater access to the
curriculum, and lesson accomplishment.
 Creese & Blackdedge (2010)

17.  How do you see translanguaging practices playing a role in your classroom?

18. Questions?
 Vanessa Mari
 Vanessa.mari22@
gmail.com