This document discusses strategies for conducting multilingual research in classrooms with bilingual students. It recommends allowing students to access resources in their first language and conduct interviews in both English and their L1. Students can take notes in English and/or their first language. For presenting research, the document suggests students can present orally in their L1 with English vocabulary, or write in one language or a combination, depending on the audience and their English proficiency level. The goal is to provide opportunities for bilingual students to strengthen skills in both English and their first language.

1. MULTILINGUAL
RESEARCH
Ainhoa Agost Salamero
Sara Sidro Rodriguez

2. 1.WHAT CAN IT MEAN IN
SCHOOL?
 See Resources:
- Multilingual texts
- Listening Center
- Internet as Multilingual Resource
 Interview speakers of the L1 and speakers of
English
 Taking notes in English and/or L1
 Presenting the research orally or in writing in a
particular language/ combination of languages
depending on the audience

3. 2.TRANSLANGUAGING
2.1 Create oportunities for bilingual students to
conduct multilingual research
 Provide bilingual students with multilingual resources:
acessing their EBLs to multilingual resources (websites in
their L1, resources for listening to L1 text or media, …)
 Conduct interviews in the L1 as well as in English:
Interview people who have expert knowledge

4. 2.2 Decide what language bilingual
students should use to take notes
 Bilingual classrooms
-Notes in only 1 language: If you have allocated one
particular language to writing during the unit.
-Notes in English and L1: Helps bilingual students
continue to develop their writing ability in both
languages

5.  General Education and ESL classrooms
-Notes in English: is necessary for students who
aren`t literate in the home language, since they are
only able to write in English
-Notes in English and L1: this provides a way for
students to develop their writing ability in both
languages.

6. 2.3 Decide what language(s) bilingual students should
use to create a written product
 Bilingual classrooms
-Writing in one language: if you have allocated one
particular language to writing during the unit.
-Writing in both languages: they can write certain parts of
their research in the home language, and other parts in
English
 General education and ESL classrooms
-Writing in english: This means students would translate the
ideas from the L1 notes into English.
-Writing in a combination of English and L1: To have your
EBLs create part of their research project in L1, and
another part in English.

7. 2.4 Decide what language(s) bilingual students
should use to share their research
 Bilingual classrooms
-Use a particular language for their sharing
-If some of your EBLS have a beginning English proficiency
level you have to use the strategies of general education
and ESL classrooms
 General Education and ESL Classrooms
-Use the L1 to orally share what they learned from their
research
-When sharing, they can include vocabulay words learned in
English
-Have another student translate into English what the student
has shared

8. (For bilingual students with higher English
level)
-They can teach the class how to say certain key vocabulary
words in their L1, based on what they learned from their
multilingual research

9. 3.1 IDEAS FOR IMPLEMENTATION
ACROSS GRADE LEVELS
3.1 Elementary Grades
They research their country (France):
-Using information from websites written in French as well as
English
-Reading books whose texts are in English and others in
French
-Tooking notes in both languages
-Writing their informational essays in French and translating
them into English.

10. 3.2 Secondary Grades
They have to interview two people in their
neighborhood:
-Doing the questions in L1, but translated them into english
-Tooking notes in either English or their L1, depending on the
language spoken by the interviewee
-Transcribing the parts of the interview (translating when they
need it)