Podcasts about Translanguaging

Send us a textIn this episode, Raúl Alberto Mora talks to us about education theory as a driver for innovative teaching, mentoring and supporting one another, and the journey of a career in Education. Raúl is known worldwide for his work in the areas of alternative literacy paradigms in second language education and research, the study of second language literacies in physical and virtual spaces, and the use of sociocritical frameworks in language education. In particular, he studies the applications of alternative literacy paradigms to analyze second-language literacy practices in urban and virtual spaces He works to understand the use of languages a social and semiotic resource. His work has been published in the Journal of Adolescent and Adult Literacy, The ALAN Review, Bilingualism and Bilingual Education, International Journal of Cultural Studies, Social Semiotics, Key Concepts in Intercultural Dialogue, Pedagogies: An International Journal, and other journals. He co-edited The Handbook of Critical Literacies, Translanguaging and Multimodality as Flow, Agency, and a New Sense of Advocacy in and From the Global South, and most recently, Reimagining Literacy in the Age of AI: Theory and Practice. Dr. Raúl Alberto Mora Velez is a researcher at the Educations, Languages, and Learning Environments research group and chairs the award-winning Literacies in Second Languages Project (LSLP) research lab. Raúl is a Research Professor at Universidad Pontificia Bolivariana in Colombia. For more information about our guest, stay tuned to the end of this episode.Links mentioned in this episode:Literacies in Second Languages Project Micro-PapersAmerican Educational Research AssociationLiteracy Research AssociationConnect with Classroom Caffeine at www.classroomcaffeine.com or on Instagram, Facebook, Twitter, and LinkedIn.

On today's show, I spoke to Leandro Paladino about translanguaging and career paths for language teachers. We also spoke about AI for research and a variety of other topics.

 Welcome back, educators! In this episode, I'm sharing insights and strategies inspired by my recent experience at the TNTESOL conference in Nashville. From innovative math strategies to utilizing library resources and understanding translanguaging, you'll find actionable tips to enhance your teaching and support your language learners. What You'll Learn in This Episode: Math Strategies for Language Learners: How picture books can introduce math concepts and build background knowledge. The importance of making math tangible through real-life applications like schedules and word problems. Techniques such as math talk and discussion protocols to encourage language-rich interactions. Language Learning in the Library: Discover free state library resources like TNTEL.info that offer language learning apps, decodable books, and leveled texts in multiple languages. Learn how to share these valuable tools with parents and students to support language development at home. Translanguaging in the Classroom: Understand how translanguaging differs from translating and why it's an essential tool for language learners. Explore ways to intentionally incorporate translanguaging into your instruction to deepen student understanding. Resources Mentioned in This Episode: Visit myadventuresinesl.com/store to download detailed lesson plans and engaging activities for your classroom. Check out TNTEL.info for free electronic library resources and see if similar resources are available in your state. Explore additional strategies on translanguaging by visiting the linked book and website in the episode. Thank You, Educators! Your dedication to your students' success is inspiring. I hope this episode gives you fresh ideas and tools to make your teaching even more impactful. Don't forget to subscribe to the podcast and leave a review if you found value in today's episode! Connect with Me: Website: myadventuresinesl.com Store: myadventuresinesl.com/store Are you tired of planning and looking for lessons for your Language Learners every week? If so, then I have the perfect option for you! Join my monthly lesson planning club “The Close Read Club”. Each month you will have access to lesson plans that are ready to print and go! Click here to learn more or go to myadventuresinesl.com/closereadclub.

Senior Teaching Associate Josianne Block shares insights on how embracing learners' linguistic resources can enhance communication, foster inclusivity, and create a more dynamic learning environment.Closed captions here.What is translanguaging?Josianne defines translanguaging as the natural blending of languages to communicate effectively. She shares real-world examples, such as using gestures, words from other languages we know, and cultural knowledge to convey meaning.The role of translanguagingJosianne explains how translanguaging reflects the interconnected nature of languages in our minds. Far from being a shortcut, it's a powerful tool for building confidence and fostering curiosity among learners.Classroom strategiesJosianne describes how she incorporates translanguaging by:Starting lessons by writing vocabulary words in learners' languages.Exploring cross-linguistic similarities with idioms and expressions.Creating visual displays that highlight the linguistic diversity of her students.Safe learning spacesJosianne emphasises the importance of establishing clear guidelines for using learners' first languages. She shares how this approach helps students transition from relying on their native languages to gaining confidence in English.Quick ideas to tryVocabulary Connections: Begin a lesson by having students write translations of key vocabulary in other languages they speak on the board to spark engagement.Compare Idioms: Discuss an English idiom and invite students to share similar expressions in their own languages.Celebrate Linguistic Diversity: Create classroom charts or displays featuring common phrases in all the languages spoken by your learners.ABOUTJosianne is based in Malta, a small island in the Mediterranean. She has over ten years of teaching experience in English and currently works as a senior teaching associate at the University of Malta. Josianne holds an M.A. in Applied Linguistics and TESOL and is also qualified to teach Italian and Maltese as foreign languages. Having taught several integration programmes, she is particularly interested in language dynamics and linguistic diversity within multilingual contexts. She also actively participates in local and international ELT conferences and enjoys conducting research.REFERENCESGarcia, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.Kerr, P. (2014). Translation and Own-language Activities. Cambridge University Press.Translanguaging Guides. CUNY-NYSIEB. (2021). Available at https://www.cunynysieb.org/ translanguaging-re Accessed on 19/11/2024.Love what we do? Say thanks with a coffee.https://ko-fi.com/tesolpopCREDITSProducer Laura WilkesEditor Haven TsangThanks to our inspiring guest, Josianne Block. Hosted on Acast. See acast.com/privacy for more information.

This edWeb podcast is sponsored by Age of Learning.The webinar recording can be accessed here.Join us for a dynamic and insightful edWeb podcast as we dive into the future of multilingual education with a focus on translanguaging and biliteracy. This session brings together leading experts to explore innovative, real-world approaches that are transforming classrooms around the country.What you learn:Innovative Approaches and Technologies: Discover cutting-edge methodologies and AI-driven tools that are reshaping how we teach multilingual learners.Cultural and Cognitive Benefits: Explore how translanguaging and biliteracy not only foster cross-cultural understanding but also enhance cognitive development and prepare students for a global workforce.Policy and Implementation Insights: Learn about integrating these practices into educational policies and classrooms and hear real-world challenges and successes.This edWeb podcast is of interest to PreK-5 teachers, school leaders, district leaders, and education technology leaders.Age of LearningHelping children build a strong foundation for academic success and a lifelong love of learningDisclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Identity in Times of Crisis, Part V: Identity & Sociolinguistics Summary In this episode, I explore the deep connection between language and identity, ‎examining how our linguistic habits shape how others perceive us. We delve into the ‎idea of heritage languages, native speaker myths, and how education influences our ‎linguistic development and identity. Drawing on historical and cultural perspectives, we ‎look at how language standards and policies affect individuals and communities. Our ‎identities are closely linked to the languages we use and how we use them, even if we ‎are unaware of this connection. People interpret our identities based on our language, ‎and these interpretations are shaped by the deep historical layers embedded in every ‎language. Education plays a key role in managing these linguistic layers, teaching ‎standard languages, and expanding students' linguistic abilities, all of which influence ‎how their identities are perceived. This process occurs within a broader cultural tension ‎about how language reflects the "genius" of its speakers and the extent to which ‎individuals embody that. (Fo the Topic Forensic Linguistics please check here) Keywords #HeritageLanguages; #NativeSpeakerMyth; #CulturalIdentity; #LanguageEducation; #Translanguaging; #SuperDiversity; #Bilingualism; #LanguageAndPower; #Multiculturalism; #HistoricalLinguistics; #LanguagePolitics; #StandardLanguage; #LinguisticRepertoires

Professor Emeritus Jim Cummins, Ph.D., joins Susan Lambert from the University of Toronto's Ontario Institute for Studies in Education for an engaging conversation that explores the dynamics of language development and bilingual education, as well as the importance of a supportive learning environment for multilingual/English learners. Cummins shares stories from his extensive experience and research in the field, highlighting the cognitive benefits of bilingualism, the importance of literacy engagement, and the role of translanguaging in educational settings. He also illuminates the challenges and opportunities in fostering multilingual capabilities and underscores the value of embracing students' linguistic diversity in schools.Show notes:Listen to episode 1, Language is always an asset, with Kajal Patel BelowRead: Translanguaging in Bilingual Education by Ofelia García and Angel M.Y. LinWebsite: Language Friendly SchoolQuotes:“Virtually all the research highlights the importance of being in a communicative, interactive context if you want to pick up a language." —Jim Cummins, Ph.D.“There are differences between the linguistic demands of schooling and the kind of language that we use in everyday conversational context outside of school." —Jim Cummins, Ph.D.“All of these processes are amplified when there's a community of peers or people that we can discuss these ideas with, we can get feedback, we can explore ideas collectively." —Jim Cummins, Ph.D.Episode timestamps*02:00 Introduction: Who is Jim Cummins03:00 Personal Language Journey10:00 Global Perspectives on Language Education18:00 Conversion to academic language spectrum20:00 The process of learning a second language25:00 Language awareness37:00 Translanguaging and Language Policy43:00 Benefits of being multilingual and fostering a supportive environment49:00 Joint statement*Timestamps are approximate, rounded to nearest minute

#140Have you heard of the term “Translanguaging?” In this episode, we are going to explore this emerging concept in language teaching with Dr. Uju Ayna,  an Associate Professor of Second Language Acquisition at Carnegie Mellon University. She helps us to understand exactly what Translanguaging is and how beneficial it can be in the process of acquiring language.Topics include:what translanguaging is and how it is not synonymous with translation benefits of translanguaging for teachers and learners envisioning translanguaging in our language classrooms examples of how teachers can effectively incorporate translanguaging techniques to enhance language acquisition goalsDr. Anya's article on Critical Race Pedagogy for More Effective and Inclusive World Language Teaching in Applied Linguistics, Volume 42, Issue 6, December 2021 Connect with Dr. Uju Anya:Twitter/X: @UjuAnyaConnect with Joshua and the World Language Classroom Community: wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

Join us as we explore the concept of Translanguaging, and its implications for teaching and learning. We'll discuss how it goes beyond traditional notions of bilingualism and encourages learners to use all their linguistic capabilities.Like the show? Please review, download and share.Want to know more about me and my work go to: https://gargisarkar1611.wixsite.com/gargi-sarkar Connect with me : https://www.linkedin.com/in/gargi-sarkar1611/ Follow me on Instagram: https://www.instagram.com/gargispeaks/ Contact me: gargisarkar1611@gmail.com

This episode includes the panelists discussing translanguaging across literacies.

Discover the transformative power of translanguaging with your English language learners!In this episode, Beth unpacks practical strategies and provides a compelling example of how teachers can effectively integrate translanguaging to support bilingualism. From understanding what translanguaging is not to implementing purposeful techniques in lesson planning, Beth offers actionable insights tailored to educators working with diverse language learners. Learn how translanguaging enhances communication, fosters deeper understanding, and accelerates language acquisition by leveraging students' existing linguistic repertoires. Dive into Beth's classroom model and explore hands-on approaches for promoting multilingual fluency, engagement, and academic success for your ELLs. Resources: ⁠⁠⁠Join the Equipping ELLs MembershipShop our TpT Store

Loy Lising speaks with Ofelia García about translanguaging. The conversation addresses 4 big questions: What is translanguaging? How is translanguaging different from codeswitching? What are the pedagogical implications of translanguaging? How can we engage those who are uncomfortable with translanguaging because to them it distracts from the objective of ensuring that language learners learn languages as proficiently as they can, for full social and economic participation in society? First published on July 28, 2023. “Chats in Linguistic Diversity” is a podcast about linguistic diversity in social life brought to you by the Language on the Move team. We explore multilingualism, language learning, and intercultural communication in the contexts of globalization and migration. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Loy Lising speaks with Ofelia García about translanguaging. The conversation addresses 4 big questions: What is translanguaging? How is translanguaging different from codeswitching? What are the pedagogical implications of translanguaging? How can we engage those who are uncomfortable with translanguaging because to them it distracts from the objective of ensuring that language learners learn languages as proficiently as they can, for full social and economic participation in society? First published on July 28, 2023. “Chats in Linguistic Diversity” is a podcast about linguistic diversity in social life brought to you by the Language on the Move team. We explore multilingualism, language learning, and intercultural communication in the contexts of globalization and migration. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/language

Rounding Up Season 2 | Episode 11 – Translanguaging Guest: Tatyana Kleyn Mike Wallus: Over the past two years, we've done several episodes on supporting multilingual learners in math classrooms. Today we're going back to this topic to talk about “translanguaging,” an asset-focused approach that invites students to bring their full language repertoire into the classroom. We'll talk with Tatyana Kleyn about what translanguaging looks like and how all teachers can integrate this practice into their classrooms.  Mike: Well, welcome to the podcast, Tatyana. We're excited to be talking with you today.  Tatyana Kleyn: Thank you. This is very exciting.  Mike: So, your background with the topic of multilingual learners and translanguaging, it's not only academic. It's also personal. I'm wondering if you might share a bit of your own background as a starting point for this conversation.  Tatyana: Yes, absolutely. I think for many of us in education, we don't randomly end up teaching in the areas that we're teaching in or doing the work that we're doing. So, I always like to share my story so people know why I'm doing this work and where I'm coming from. So, my personal story, I work a lot at the intersection of language migration and education, and those are all three aspects that have been critical in bringing me here. So, I was actually born in what was the Soviet Union many, many years ago, and my family immigrated to the United States as political refugees, and I was just 5½ years old. So, I actually never went to school in the Soviet Union. Russian was my home language, and I quickly started speaking English, but my literacy was not quick at all, and it was quite painful because I never learned to read in my home language. I never had that foundation.  Tatyana: So, when I was learning to read in English, it wasn't meaning making, it was just making sounds. It was kind of painful. I once heard somebody say, “For some people, reading is like this escape and this pure joy, and for other people it's like cleaning the toilet. You get in and you get out.” And I was like, “That's me. I'm the toilet cleaner.” ( laughs ) So, that was how reading was for me. I always left my home language at the door when I came into school, and I wanted it that way because I, as a young child, got this strong message that English was the language that mattered in this country. So, for example, instead of going by Tatyana, I went by Tanya. So, I always kind of kept this secret that I spoke this other language. I had this other culture, and it wasn't until sixth grade where my sixth-grade teacher, Ms. Chang, invited my mom to speak about our immigration history.  Tatyana: And I don't know why, but I thought that was so embarrassing. I think in middle school, it's not really cool to have your parents around. So, I was like, “Oh my God, this is going to be horrible.” But then I realized my peers were really interested—and in a good way—and I was like, “Wait, this is a good thing?” So, I started thinking, “OK, we should be proud of who we are and let just people be who they are.” And when you let people be who they are, they thrive in math, in science, in social studies, instead of trying so hard to be someone they're not, and then focusing on that instead of everything else that they should be focusing on as students.  Mike: So, there's a lot there. And I think I want to dig into what you talked about over the course of the interview. I want to zero in a little bit on translanguaging though, because for me, at least until quite recently, this idea of translanguaging was really a new concept, a new idea for me, and I'm going to guess that that's the case for a lot of the people who are listening to this as well. So, just to begin, would you talk briefly about what translanguaging is and your sense of the impact that it can have on learners?  Tatyana: Sure. Well, I'm so glad to be talking about translanguaging in this space specifically, because often when we talk about translanguaging, it's in bilingual education or English as a second language or is a new language, and it's important in those settings, right? But it's important in all settings. So, I think you're not the only one, especially if we're talking about math educators or general elementary educators, it's like, “Oh, translanguaging, I haven't heard of that,” right? So, it is not something brand new, but it is a concept that Ofelia García and some of her colleagues really brought forth to the field in the early 2000s … around 2009. And what it does is instead of saying English should be the center of everything, and everyone who doesn't just speak English is peripheral. It's saying, “Instead of putting English at the center, let's put our students' home language practices at the center. And what would that look like?” So, that wouldn't mean everything has to be in English. It wouldn't mean the teacher's language practices are front and center, and the students have to adapt to that. But it's about centering the students and then the teacher adapting to the languages and the language practices that the students bring. Teachers are there to have students use all the language at their resource—whatever language it is, whatever variety it is. And all those resources will help them learn. The more you can use, when we're talking about math, well, if we're teaching a concept and there are manipulatives there that will help students use them, why should we hide them? Why not bring them in and say, “OK, use this.” And once you have that concept, we can now scaffold and take things away little by little until you have it on your own. And the same thing with sometimes learning English.  Tatyana: We should allow students to learn English as a new language using their home language resources. But one thing I will say is we should never take away their home language practices from the classroom. Even when they're fully bilingual, fully biliterate, it's still about, “How can we use these resources? How can they use that in their classroom?” Because we know in the world, speaking English is not enough. We're becoming more globalized, so let's have our students grow their language practices. And then students are allowed and proud of the language practices they bring. They teach their language practices to their peers, to their teachers. So, it's really hard to say it all in a couple of minutes, but I think the essence of translanguaging is centering students' language practices and then using that as a resource for them to learn and to grow, to learn languages and to learn content as well.  Mike: How do you think that shifts the experience for a child?  Tatyana: Well, if I think about my own experiences, you don't have to leave who you are at the door. We are not saying, “Home language is here, school language is there, and neither shall the two meet.” We're saying, “Language, and in the sense that it's a verb.” And when you can be your whole self, it allows you to have a stronger sense of who you are in order to really grow and learn and be proud of who you are. And I think that's a big part of it. I think when kids are bashful about who they are, thinking who they are isn't good enough, that has ripple effects in so many ways for them. So, I think we have to bring a lens of critical consciousness into these kind of spaces and make sure that our immigrant-origin students, their language practices, are centered through a translanguaging lens.  Mike: It strikes me that it matters a lot how we as educators—internally, in the way that we think and externally, in the things that we do and the things that we say—how we position the child's home language, whether we think of it as an asset that is something to draw upon or a deficit or a barrier, that the way that we're thinking about it makes a really big difference in the child's experience.  Tatyana: Yes, absolutely. Ofelia García, Kate Seltzer and Susana Johnson talk about a translanguaging stance. So, translanguaging is not just a practice or a pedagogy like, “Oh, let me switch this up, or let me say this in this language.” Yes, that's helpful, but it's how you approach who students are and what they bring. So, if you don't come from a stance of valuing multilingualism, it's not really going to cut it, right? It's something, but it's really about the stance. So, something that's really important is to change the culture of classrooms. So, just because you tell somebody like, “Oh, you can say this in your home language, or you can read this book side by side in Spanish and in English if it'll help you understand it.” Some students may not want to because they will think their peers will look down on them for doing it, or they'll think it means they're not smart enough. So, it's really about centering multilingualism in your classroom and celebrating it. And then as that stance changes the culture of the classroom, I can see students just saying, “Ah, no, no, no, I'm good in English.” Even though they may not fully feel comfortable in English yet, but because of the perception of what it means to be bilinguals.  Mike: I'm thinking even about the example that you shared earlier where you said that an educator might say, “You can read this in Spanish side by side with English if you need to or if you want to.” But even that language of you can implies that, potentially, this is a remedy for a deficit as opposed to the ability to read in multiple languages as a huge asset. And it makes me think even our language choices sometimes will be a tell to kids about how we think about them as a learner and how we think about their language.  Tatyana: That's so true, and how do we reframe that? “Let's read this in two languages. Who wants to try a new language?” Making this something exciting as opposed to framing it in a deficit way. So that's something that's so important that you picked up on. Yeah.  Mike: Well, I think we're probably at the point in the conversation where there's a lot of folks who are monolingual who might be listening and they're thinking to themselves, “This stance that we're talking about is something that I want to step into.” And now they're wondering what might it actually look like to put this into practice? Can we talk about what it would look like, particularly for someone who might be monolingual to both step into the stance and then also step into the practice a bit?  Tatyana: Yes. I think the stance is really doing some internal reflection, questioning about what do I believe about multilingualism? What do I believe about people who come here, to come to the United States? In New York City, about half of our multilingual learners are U.S. born. So, it's not just immigrant students, but their parents, or they're often children of immigrants. So, really looking closely and saying, “How am I including respecting, valuing the languages of students regardless of where they come from?” And then, I think for the practice, it's about letting go of some control. As teachers, we are kind of control freaks. I can just speak for myself. ( laughs ) I like to know everything that's going on.  Mike: I will add myself to that list, Tatyana.  Tatyana: It's a long list. It's a long list. ( laughs ) But I think first of all, as educators, we have a sense when a kid is on task, and you can tell when a kid is not on task. You may not know exactly what they're saying. So, I think it's letting go of that control and letting the students, for example, when you are giving directions … I think one of the most dangerous things we do is we give directions in English when we have multilingual students in our classrooms, and we assume they understood it. If you don't understand the directions, the next 40 minutes will be a waste of time because you will have no idea what's happening. So, what does that mean? It means perhaps putting the directions into Google Translate and having it translate the different languages of your students. Will it be perfect? No. But will it be better than just being in English? A million times yes, right?  Tatyana: Sometimes it's about putting students in same-language groups. If there are enough—two or three or four students that speak the same home language—and having them discuss something in their home language or multilingually before actually starting to do the work to make sure they're all on the same page. Sometimes it can mean if asking students if they do come from other countries, sometimes I'm thinking of math, math is done differently in different countries. So, we teach one approach, but what is another approach? Let's share that. Instead of having kids think like, “Oh, I came here, now this is the bad way. Or when I go home and I ask my family to help me, they're telling me all wrong.” No, again, these are the strengths of the families, and let's put them side by side and see how they go together.  Tatyana: And I think what it's ultimately about is thinking about your classroom, not as a monolingual classroom, but as a multilingual classroom. And really taking stock of who are your students? Where are they and their families coming from, and what languages do they speak? And really centering that. Sometimes you may have students that may not tell you because they may feel like it's shameful to share that we speak a language that maybe other people haven't heard of. I'm thinking of indigenous languages from Honduras, like Garífuna, Miskito, right? Of course, Spanish, everyone knows that. But really excavating the languages of the students, the home language practices, and then thinking about giving them opportunities to translate if they need to translate. I'm not saying everything should be translated. I think word problems, having problems side by side, is really important. Because sometimes what students know is they know the math terms in English, but the other terms, they may not know those yet.  Tatyana: And I'll give you one really powerful example. This is a million years ago, but it stays with me from my dissertation. It was in a Haitian Creole bilingual classroom. They were taking a standardized test, and the word problem was where it was like three gumballs, two gumballs, this color, what are the probability of a blue gumball coming out of this gumball machine? And this student just got stuck on gumball machine because in Haiti people sell gum, not machines, and it was irrelevant to the whole problem. So, language matters, but culture matters, too, right? So, giving students the opportunity to see things side by side and thinking about, “Are there any things here that might trip them up that I could explain to them?” So, I think it's starting small. It's taking risks. It's letting go of control and centering the students.  Mike: So, from one recovering control freak to another, there are a couple of things that I'm thinking about. One is expanding a little bit on this idea of having two kids who might speak to one another in their home language, even if you are a monolingual speaker and you speak English and you don't necessarily have access to the language that they're using. Can you talk a little bit about that practice and how you see it and any guidance that you might offer around that?  Tatyana: Yeah, I mean, it may not work the first time or the second time because kids may feel a little bit shy to do that. So maybe it's, “I want to try out something new in our class. I really am trying to make this a multilingual class. Who speaks another language here? Let's try … I am going to put you in a group and you're going to talk about this, and let's come back. And how did you feel? How was it for you? Let me tell you how I felt about it.” And it may be trying over a couple times because kids have learned that in most school settings, English is a language you should be using. And to the extent that some have been told not to speak any other language, I think it's just about setting it up and, “Oh, you two spoke, which language? Wow, can you teach us how to say this math term in this language?”  Tatyana: “Oh, wow, isn't this interesting? This is a cognate, which means it sounds the same as the English word. And let's see if this language and this language, if the word means the same thing,” getting everyone involved in centering this multilingualism. And language is fun. We can play with language, we can put language side by side. So, then if you're labeling or if you have a math word wall, why not put key terms in all the languages that the students speak in the class and then they could teach each other those languages? So, I think you have to start little. You have to expect some resistance. But over time, if you keep pushing away at this, I think it will be good for not only your multilingual students, but all your students to say like, “Oh, wait a minute, there's all these languages in the world, but they're not just in the world. They're right here by my friend to the left and my friend to the right” and open up that space.  Mike: So, I want to ask another question. What I'm thinking about is participation. And we've done an episode in the past around not privileging verbal communication as the only way that kids can communicate their ideas. We were speaking to someone who, their focus really was elementary years mathematics, but specifically, with multilingual learners. And the point that they were making was, kids gestures, the way that they use their hands, the way that they move manipulatives, their drawings, all of those things are sources of communication that we don't have to only say, “Kids understand things if they can articulate it in a particular way.” That there are other things that they do that are legitimate forms of participation. The thing that was in my head was, it seems really reasonable to say that if you have kids who could share an explanation or a strategy that they've come up with or a solution to a problem in their home language in front of the group, that would be perfectly legitimate. Having them actually explain their thinking in their home language is accomplishing the goal that we're after, which is can you justify your mathematical thinking? I guess I just wanted to check in and say, “Does that actually seem like a reasonable logic to follow that that's actually a productive practice for a teacher, but also a productive practice for a kid to engage in?”  Tatyana: That makes a lot of sense. So, I would say for every lesson you, you may have a math objective, you may have a language objective, and you may have both. If your objective is to get kids to understand a concept in math or to explain something in math, who cares what language they do it in? It's about learning math. And if you're only allowing them to do it in a language that they are still developing in, they will always be about English and not about math. So, how do you take that away? You allow them to use all their linguistic resources. And we can have students explain something in their home language. There are now many apps where we could just record that, and it will translate it into English. If you are not a speaker of the language that the student speaks, you can have a peer then summarize what they said in English as well. So, there's different ways to do it. So yes, I think it's about thinking about the objectives or the objective of the lesson. And if you're really focusing on math, the language is really irrelevant. It's about explaining or showing what they know in math, and they can do that in any language. Or even without spoken language, but in written language artistically with symbols, et cetera.  Mike: Well, and what you made me think, too, is for that peer, it's actually a great opportunity for them to engage with the reasoning of someone else and try to make meaning of it. So, there's a double bonus in it for that practice.  Tatyana: Exactly. I think sometimes students don't really like listening to each other. They think they only need to listen to the teacher. So, I think this really has them listen to each other. And then sometimes summarizing or synthesizing is a really hard skill, and then doing it in another language is a whole other level. So, we're really pushing kids in those ways as well. So, there's many advantages to this approach.  Mike: Yeah, absolutely. We have talked a lot about the importance of having kids engage with the thinking of other children as opposed to having the teacher be positioned as the only source of mathematical knowledge. So, the more that we talk about it, the more that I can see there's a lot of value culturally for a mathematics classroom in terms of showing that kids thinking matters, but also supporting that language development as well.  Tatyana: Yes, and doing it is hard. As I said, none of this is easy, but it's so important. And I think when you start creating a multilingual classroom, it just has a different feel to it. And I think students can grow so much in their math, understanding it and in so many other ways.  Mike: Absolutely. Well, before we close the interview, I invite you to share resources that you would recommend for an educator who's listening who wants to step into the stance of translanguaging, the practice of translanguaging, anything that you would offer that could help people continue learning.  Tatyana: I have one hub of all things translanguaging, so this will make it easy for all the listeners. So, it is the CUNY New York State Initiative on Emergent Bilinguals. And let me just give you the website. It's C-U-N-Y [hyphen] N-Y-S-I-E-B.org. And I'll say that again. C-U-N-Y, N-Y-S-I-E-B.org, cuny-nysieb.org. That's the CUNY New York State Initiative on Emergent Bilinguals. And because it's such a mouthful, we just say “CUNY NYSIEB,” as you could tell by my own, trying to get it straight. You can find translanguaging resources such as guides. You can find webinars, you can find research, you can find books. Literally everything you would want around translanguaging is there in one website. Of course, there's more out there in the world. But I think that's a great starting point. There's so many great resources just to start with there. And then just start small. Small changes sometimes have big impacts on student learning and students' perceptions of how teachers view them and their families.  Mike: Thank you so much for joining us, Tatiana. It's really been a pleasure talking with you.  Tatyana: Yes, it's been wonderful. Thank you so much. And we will just all try to let go a little bit of our control little by little. Both: ( laugh)  Tatyana: Because at the end of the day, we really don't control very much at all. ( laughs )  Mike: Agreed. ( chuckles ) Thank you.  Tatyana: Thank you. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org

For a long time, language teachers have been advised to only use English in the ELT, EFL or ESL classroom but recently, the tide has changed and there is greater acceptance, and in fact, encouragement, of the use of learners' Ll or other home languages in the classroom. Hoang Nguyen, a teacher in Vietnam, shares his thoughts on this in conversation with Khanh Duc Kuttig

My guest today is Dr. Leala Holcomb, a researcher of deaf education at the University of Tennessee, Knoxville, who accepted my invitation to teach us all about what true equity and inclusion looks like when supporting deaf children's language and literacy development. At Dr. Holcomb's request, I interviewed them in writing via a collaborative online document, and I have hired a voice actor, Ginna Hoben, to read Dr. Holcomb's words for this podcast interview. As with all episodes, a transcript of this episode is available at my website, JenniferSerravallo.com/podcast.***To read a transcript and see the instructional videos referenced in the episode: www.jenniferserravallo.com/podcast (and click on the thumbnail of this episode).For more about Dr. Holcomb: https://www.lealaholcomb.com/***Leala is a researcher of deaf education at the University of Tennessee, Knoxville. Lealawas a former educator of deaf children in an early childhood program, which inspired the creation of Hands Land. Hands Land is a non-profit organization that promotes language play through signed rhyme and rhythm. Leala has collaborated on initiatives in Viet Nam, Hong Kong, Morocco, and Rwanda as the deaf education expert. Leala providesprofessional development to teachers nationally and internationally on a wide range of topics pertaining to deaf education. Leala is currently a Co-Editor of the special issue, “Translanguaging in Deaf Communities” in the Languages journal and an Associate Editor for the Journal of Deaf Studies and Deaf Education journal. Leala won several awards for their work as an early career researcher and got invited to be a keynote presenter at several conferences. Leala is specifically interested in exploring deaf-centered ways of teaching and learning.Thank you to Alex Rose for audio editing this episode.Support the show

In this episode of the Conversations Podcast Fatih interviews two academics from Hong Kong. Max Lee from Hong Kong Baptist University and Nick Wong from Hong Kong University of Science and Technology. Together they try to explain to Fatih what Translanguaging really is. Guests: Nick WongDuring the day, Nick Wong, who does not take the bus to school (a famous Kongish phrase), is a lecturer at the Center for Language Education, where he both tortures and teaches English to students from HKUST (the University of Stress and Tension). At night, he proclaims himself as the "Chef Editer" (not a typo) or a.k.a a "keyboard fighter", writing and sharing posts in Kongish on his Facebook Page - Kongish Daily. Surprisingly, his night job has been more successful than his daytime one: he has been interviewed by various media outlets for his midnight Kongish project, such as 100Most, Apple Daily, Mingpao, RTHK, SCMP, Singtao, The Straits Times, and even (blessed by) Wenweipo, to name a few. Currently, Kongish Daily has (only) around 75,000 followers on Facebook.Max LeeMax Lee is a lecturer in the Department of Translation, Interpreting, and Intercultural Communication at Hong Kong Baptist University. His area of specialisation includes Audiovisual Translation, Digital Publishing, and Professional Studies. His commitment and excellence in higher education are further recognised through his title as a Fellow of the Higher Education Academy (FHEA). Max is currently immersed in PhD research at The University of Hong Kong, investigating translanguaging practices in Hong Kong.NEXPD is focused on helping professionals fulfil their PD requirements, improve their practical industry capabilities, or just acquire much-needed skills. We host quality content from Trusted Providers and qualified content creators. https://nexpd.com/

Hola, hola! This week we are back with a guest who has been with us previously, Ms. Laura Vazquez! Laura is a dual language teacher in California who is a strong believer in the importance of translanguaging.She became an educator in order to empower students who looked like her. I have a BA in Liberal Studies, Multiple subjects credential with bilingual authorization, and a Masters degree in TESOL.  You can find more about them and their work through: Tik Tok @sra_vazquez6 IG @maestra_vazquez Our hope and vision for our podcast is to elevate the voices and needs of educators and students, especially those voices which are often silenced or overlooked. LatinXChange came to life as a venture to create a space for teachers to find the comunidad and support both Lucero and Maggie longed for.  This year, they will be shaking things up as plans for teacher resources, monthly check-ins and a Teacher Trip is in the works.     ¡Gracias por escucharnos! Join the conversation on our Social Media Platforms and sign-up to our mailing list for free resources and updates.  Also, reach out to us if you have any experiences or stories you'd like to share, our microphone is YOURS. Nos vemos la próxima semana, as we spend our Wednesday's getting through the mid-week hump, juntos en comunidad y conversación. --- Support this podcast: https://podcasters.spotify.com/pod/show/latinxchange/support

In this episode of Author to Author, Dr. Cynthia Toolin-Wilson interviews Fr. Thomas Kagumisa on his book Translanguaging: Teaching English to Secondary School Students in Tanzania (November 9, 2023)This book is a synthesis of Tanzanian educators' core beliefs and perspectives on the effectiveness of translanguaging strategies in Teaching English as a Foreign Language to secondary school students. While the existing literature informs and addresses the topic of translanguaging in a general way, the present study does so with a particular focus on the Tanzanian educational context. The data collected from select participants through an online survey confirmed that translanguaging strategies facilitate lesson comprehension, active engagement, satisfaction, and less stress during the lesson. Conversely, adherence to the English Only Policy (EOP) acts as a barrier toward lesson comprehension, causes tension and a stressful atmosphere, and creates fear and lack of confidence, especially among students with little background in literacy. As a solution, the author recommends adapting specific translanguaging techniques such as the use of insertional and alternating methods, creating opportunities for professional development of English educators, and prioritizing instructional strategies that sustain students' cultural identities.Translanguaging: Teaching English to Secondary School Students in Tanzania | En Route Books and Media

Today's Frequently Asked Question is from a listener: What if my child switches between langauges? I'm back with another Frequently Asked Questions episode - a quick, bite-sized episode focusing on one frequently asked question about language acquisition, Montessori language development principles, or multilingualism. I alternate these episodes with the longer-form interviews parents, educators and experts in their fields on topics relating to Montessori and multilingualism that you're already familiar with. If you have a question about anything related to Montessori and multilingualism that you'd like me to answer on one of these episodes, you can send me a message on ⁠⁠Instagram⁠⁠ or ⁠⁠email me⁠⁠. You can also submit a ⁠⁠voice message⁠⁠, and you might hear your voice on a future episode!   Resources: What is Translanguaging and How Can It Be Used in the Classroom? (American Montessori Society) A Parents' and Teachers' Guide to Bilingualism by Colin Baker (Bookshop.org) Raising Multilingual Children by Jean-Marc Dewaele, Gregory J Poarch, and Julia Festman (Bookshop.org) Follow Multilingual Montessori: ⁠⁠Website⁠⁠ ⁠⁠⁠ ⁠Instagram⁠⁠ ⁠⁠⁠ ⁠Consultations⁠⁠ ⁠⁠⁠ ⁠⁠Support the Podcast --- Support this podcast: https://podcasters.spotify.com/pod/show/multilingual-montessori/support

In this week's episode, our own Nathan Cornish-Raley speaks with Dr. María Rosa Brea-Spahn from New York University, and Dr. Xigrid Soto-Boykin from Arizona State University in the USA. They discuss inequity in countries like Australia and the United States related to language variation and speaking named languages other than English. They also share thoughts on how a translanguaging stance and practices in speech pathology can support linguistic justice. Resources from the speakers related to Translanguaging and Linguistic Justice can be found here: https://www.canva.com/design/DAFdLiEFX_M/6gUejjSKjhM94uwkQu7DvQ/view?utm_content=DAFdLiEFX_M&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton Speech Pathology Australia acknowledge the Traditional Custodians of lands, seas and waters throughout Australia, and pay respect to Elders past, present and future. We recognise that the health and social and emotional wellbeing of Aboriginal and Torres Strait Islander peoples are grounded in continued connection to culture, country, language and community and acknowledge that sovereignty was never ceded.

To celebrate our 3 year anniversary (!), Jonathan interviews Dr. Seiko Harumi (Citation 1) - a Lecturer in Japanese and Applied Linguistics at The University of London.  And also one of Jonathan's PhD advisors. Read the article here Contacts: JonathanShachter@gmail.com, LostInCitations@gmail.com

What do bilingual children think about being bilingual? Children - from 8 to 38 years old - talk about the fun and not so fun sides of being bilingual, their favourite words, the language they use with their pets, and what language they will speak when they become parents themselves. In the first two seasons of Kletsheads, I talked to children about what it is like to grow up with two or more languages, our Kletshead of the Week. In this special episode, I bring you the best of, a compilation of my favourite bits from 'Kletshead of the Week'. Want to listen to the whole conversation with one of our Kletsheads? You can. You can find the link to the relevant episodes below: You'll find brothers Aiden and Quinn in the very first episode of Kletsheads on How to plan for a bilingual child. Christie, who spoke about the different personalities associated with her languages is in Episode 4, Season 1 (Should you worry about language mixing?). French-English bilinguals Loïc and Ella are in Episode 2, Season 1 (How much language does a child need to hear to become bilingual?) and Episode 6, Season 1 (Bilingual siblings), respectively. Katriina tells us about her struggles with Finnish in Episode 9, Season 1 (How to make the use of bilingual children's home languages in the classroom: Translanguaging), and South African Rehoboth talks about swearing in Episode 4, Season 2 (Trilingual with Xitsonga and Hot off the press). You can find Japanese-English bilingual Naia in Episode 3, Season 1 (How do you know if a bilingual child has a language delay?), and Italian-English-Arabic trilingual Sara in Episode 8, Season 2 (Language mixing and bilingual secrets). Thorwen talks about how his parents persuaded him to attend heritage language school in Episode 7, Season 1 (Does it matter if a bilingual child only actively uses one language?).

Hoe kijken meertalige kinderen naar hun meertaligheid? Kinderen - van 7 tot 27 jaar oud - vertellen over de leuke en minder leuke kanten van meertaligheid, de taal waarin ze dromen, hun identiteit en welke taal ze gaan spreken als ze zelf ouders worden. In de eerste twee seizoenen van Kletsheads heb ik in elke aflevering met een kind gesproken over hoe het is om met twee of meer talen op te groeien, onze Kletshead van de week. In deze speciale aflevering breng ik jullie de best of, een compilatie van mijn favoriete stukjes van 'Kletshead van de week'. Wil je naar het hele gesprek luisteren met één van onze Kletsheads? Dat kan. Je vindt de link naar de desbetreffende afleveringen hieronder. Maisy hoor je in aflevering 5 van seizoen 1 (over de vraag of meertalige kinderen slimmer zijn dan eentalige kinderen). Ruurd en Gaspar werden in aflevering 9 van seizoen 2 (over meertalige baby's) geïnterviewd. Nathan verscheen in aflevering 3 van seizoen 1 ('Hoe veel taal moet je horen om meertalig te worden?') en zijn broer Maxim vind je in aflevering 7 van seizoen 1 ('Moet een kind beide talen spreken om meertalig te worden?'). Keren-Or en Nadia vind je allebei in seizoen 1 (in aflevering aflevering 2, over de communicatievaardigheden van meertalige kinderen , en aflevering 4, over taalachterstanden bij meertalige kinderen). Niels hoor je in aflevering 1 van seizoen 2 (over meertalig opgroeien met dialect - het Limburgs). Roselinde uit Luxemburg hoor je in aflevering 7 van seizoen 2 (over drietalig opvoeden). Onze twee volwassen Kletsheads vind je aflevering 2 (Nody) en aflevering 6 (Roya) van seizoen 2. Deze afleveringen gingen over de meertalige kinderopvang en over meertaligheid en schoolsucces. En Ayaan vind je in aflevering 9 van seizoen 1 ('We verwachten een baby en hebben niet dezelfde moedertaal: Wat nu?'). Andere afleveringen die ik heb genoemd zijn: 'Hoe gaat het meertalige hoofdje om met woorden uit meerdere talen?' (Seizoen 1, Aflevering 10) en 'Meertaligheid en identieit' (Seizoen 3, Aflevering 2). Ben je leerkracht en wil je weten welke afleveringen van Kletsheads voor jou het meest relevant zijn? Hier zijn ze: 'Hoe ga ik om met meertalige leerlingen in mijn klas?' (Seizoen 1, Aflevering 6) met leerkracht en meertaligheidsexpert Frederike Groothoff 'Hoe weet je of een meertalig kind een taalachterstand heeft?' (Seizoen 1, Aflevering 4) met Mirjam Blumenthal 'Meertaligheid in het onderwijs: Translanguaging' (Seizoen 2, Aflevering 3) met Joana Duarte 'Op school spreken we Nederlands: terecht of achterhaald?' (Bonusaflevering 04) 'Meertaligheid en schoolsucces' (Seizoen 2, Aflevering 6) 'Meertalige kinderen en dyslexie' (Seizoen 3, Aflevering 4) 'Tigryina, meertaligheid op de middelbare en moedertaalonderwijs' (Seizoen 3, Aflevering 7) 'Omgaan met nieuwkomers, en Oekraïens' (Seizoen 3, Aflevering 8)

Susana Ibarra Johnson, Ph.D., is an Assistant Professor of Bilingual Education and TESOL at New Mexico State University. Susana is a former bilingual education teacher. Her understanding and devotion go beyond her academic training to her own experience as a bilingual learner. As a former biliteracy researcher and senior consultant for the WIDA Consortium, she conducted research and facilitated professional learning in language development both in English and Spanish. Currently, as an assistant professor, she specializes in developing courses for bi/multilingual and biliteracy curriculum, instruction, and assessment with bilingual/TESOL educators. Her qualitative research focuses on translanguaging pedagogy in bilingual education and English language development contexts to promote quality and effective bilingual education instructional programs and materials for emergent bilingual student populations. García, O., Johnson, S. I., Seltzer, K., & Valdés, G. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, PA: Caslon.    Johnson, S.I. (2021). A Chicana borderlander maestra teaching without fronteras. Multilingual Educator. 69-72. https://www.gocabe.org/wp-content/uploads/2021/03/ME_2021-FINAL.pdf   Johnson, S.I. (2022). Leveraging translanguaging through biliteracy: A wide-angle view of literacy with linguistically diverse students. Multilingual Educator. 49-52. https://www.gocabe.org/wp-content/uploads/2022/04/ME-2022-Revised.pdf   Johnson, S.I., García, O., Seltzer, K. (2019). Biliteracy and Translanguaging in Dual-Language Bilingual Education. In: DeMatthews, D., Izquierdo, E. (eds) Dual Language Education: Teaching and Leading in Two Languages. Language Policy, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-10831-1_8 NCEL (2022). Toward Comprehensive Effective Literacy Policy and Instruction for English Learner/Emergent Bilingual Students. https://bit.ly/3rH8gsR

Preschool children have an extraordinary capacity to learn and use different languages, embracing the gestural, musical, and visual cues associated with languages to make sense of the world around them. This ‘translanguaging' transcends concerns of socially and politically defined boundaries beyond multilingualism.Dr Gabrijela Aleksić and colleagues designed a programme to help teachers leverage children's translanguaging skills, especially in classes with children from immigrant or refugee families.Read more in Research Outreach.Find their original research at: doi.org/10.1080/13670050.2022.2085029

Have you heard about the new, hot topic, translanguaging? If not, don't worry! Today we are talking all about it! Tevia Tovares is joining us today to share her experience with translanguaging and how she encourages translanguaging in the classroom. We know how important it is to create a safe, comfortable, and inclusive atmosphere for our ELLs. In order to do this, we must allow our students opportunities to express themselves both in English and in their native language. This is exactly what our guest, Tevia, is sharing with us today. In this episode, we are talking about how Tevia creates a welcoming classroom atmosphere, what translanguaging is and why it's important, and how to start encouraging translanguaging in your classroom. Tevia Tovares is a third generation teacher who has been in the classroom 20 years. She holds a Master's in International Education, is a member of the International Baccalaureate Educator Network and is currently teaching 5th grade at the Metropolitan School of Panama where she has been teaching for 10 years. She loves learning about new things and challenging herself. In her spare time she enjoys quality time with her husband, family and friends, as well as baking, acting, and gardening. Translanguaging Resources Translanguaging with MultiLingual Students Book Ofelia Garcia on Translanguaging Video Download the ESL Teacher Toolkit Check out the ELL Strategy Academy Shop TpT resources that help with supporting your ELLs Join the Equipping ELLs Membership To access all resources mentioned in this episode, head to the show notes: https://www.inspiringyounglearners.com/translanguaging-affirms-ell-identity --- Send in a voice message: https://anchor.fm/equippingells/message

How can educators shift their practice from tearing down students for translanguaging or using “Spanglish” to building this up? How can tactics like co-teaching and professional learning opportunities be leveraged to support multilingual students and create more equitable classrooms? What can educators do to incorporate their students' entire linguistic repertoire and validate their experiences in the classroom to build confidence? Spanglish has historically been discouraged in both English and Spanish classrooms across the US. However, by discrediting this blended language we are not allowing students to use their entire linguistic repertoire. Not only is Spanglish, which is the blending of word parts from both Spanish and English, a significant part of many heritage Spanish speaking students' identities, it is a valuable form of translanguaging. To explore this topic in depth, we spoke with Alexandra Medrano, a teacher in Colorado who shares her journey from discouraging to celebrating Spanglish in her classroom. She also highlights other strategies she uses to create a more supportive and welcoming learning environment. Alexandra (Alex) Medrano was a founding team member of DSST: Conservatory Green High School, a public charter school in North East Denver. The school is now in its fifth year, and her role has changed from founding Spanish teacher to Senior Academy Dean of Culture and instructional coach. For the last three years, she was the campus Multilinigual Education program coordinator, ensuring that emerging bilinguals receive effective instruction in their content courses by monitoring English proficiency data, analyzing gaps between emerging bilingual and monolingual students, and leading professional development to staff about the best practices to support emerging bilinguals. Additionally, she co-taught English language development integrated history courses, with explicit language instruction. Alexandra is a 2013 Colorado Springs Teach for America alumni and has earned a master's in Educational Equity and Cultural Diversity from CU Boulder. This is her tenth year in education. For additional episodes, blog posts and free resources relating to multilingual education, visit our community page: https://ellevationeducation.com/ell-community Find the full episode transcript here. Visit our EL Community page for episode resources, related content and more. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

English has cemented its place as the world's lingua franca, with 2 billion speakers. Will it remain a global language in the future?In this episode, Jess is joined by Associate Professor Lisa Lim, a consultant to the Oxford English Dictionary (OED) and a recent moderator at the Oxford World English Symposium.Associate Professor Lim reveals the complexities behind the rise of the English language from the 1600s to the modern day and the language's predicted future evolution, discusses the growth of ‘World Englishes' outside of Western nations and explains how you can add new words to the OED.How the English language became so widespread (01:14)The “million dollar question” about its future (06:47)Adding words to official English dictionaries (10:06)Impacts of technology, from texting's ‘lol' to Hong Kong's ‘add oil' (18:28)Changes in slang and the emergence of ‘cheugy' (27:19)Dr Lim's research journey and research interests (30:13)Learn moreOxford English Dictionary: Submission FormPost Magazine: Do you speak Kongish? Hong Kong protesters harness unique language code to empower and communicateCurtin University: Let them speak: Translanguaging in the classroomConnect with our guestsDr Lisa Lim is a consultant to the OED, an Associate Professor at Curtin University's School of Education and writes a fornightly column titled “Language Matters” for the South China Morning Post's Sunday Post Magazine. Her research interests lie in New Englishes, multilingualism, issues of language shift, endangerment and revitalisation, and the sociolinguistics of globalisation.Associate Professor Lim's Language Matters column in the South China Morning PostAssociate Professor Lim's LinkedIn profileAssociate Professor Lim's Curtin staff profileJoin Curtin UniversityThis podcast is brought to you by Curtin University. Curtin is a global university known for its commitment to making positive change happen through high-impact research, strong industry partnerships and practical teaching.Partner with CurtinStudy a research degreeStart postgraduate educationGot any questions, or suggestions for future topics?Email thefutureof@curtin.edu.auSocialshttps://twitter.com/curtinunihttps://www.facebook.com/curtinuniversityhttps://www.instagram.com/curtinuniversity/https://www.youtube.com/user/CurtinUniversityhttps://www.linkedin.com/school/curtinuniversity/ Transcripthttps://thefutureof.simplecast.com/episodes/the-english-language/transcriptBehind the scenesThis episode came to fruition thanks to the combined efforts of:Jessica Morrison, HostAnita Shore, Executive ProducerAnnabelle Fouchard, ProducerAlex Eftos, Assistant ProducerDaniel Jauk, Episode Researcher, Recordist and EditorAmy Hosking, Social Media.Curtin University supports academic freedom of speech. The views expressed in The Future Of podcast may not reflect those of Curtin University.Music: OKAY by 13ounce Creative Commons — Attribution-ShareAlike 3.0 Unported — CC BY-SA 3.0 Music promoted by Audio Library.

We speak with Dr. Cecilia Espinosa and Dr. Laura Ascenzi-Moreno, co-authors of "Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writers." Traditionally, teachers have brought language to students rather than accepting and acknowledging children's entire linguistic repertoires. Communities and families often have fluid language practices; when teachers impose strict separation of languages, they limit students' creative and critical thought processes.

This segment is Part 2 of Pearls of Wisdom with Dr. Ofelia Garcia. If you missed Part One, you'll definitely want to listen to that earlier episode. We begin this segment with Dr. Garcia reflecting on the importance of students being proud of who they are, their families, and their cultural roots. Dr. Garcia shared many pearls as we continued our conversation: "Growing a language is adding a pearl", and many others. Dr. Garcia is truly the Queen of Translanguaging! Let's listen in.

There is a difference between languages in a sense that, from an emotional point of view, one language can be more self centered, while another references inward and outward directed emotions. One language is more administrative, the other one is the soul language. Translanguaging  is an advantage of multilingual people as it enables them to express themselves in a variety of ways switching between languages, adding words that fit best the meaning and purpose of the conversation. The more languages we speak the better we understand the world; knowing languages is a door to the world, it is like knowing how to read and write. Support the showIf you want to tell your story email me at elisabethajtay.at.gmail.com!Sound by Hernán GiorcelliThank you for listening, sharing and supporting Bi/Multilingual Stories Hosted on Acast. See acast.com/privacy for more information.

In der zweiten Folge zur dreiteiligen Themenreihe geht es wieder um den Einbezug von Mehrsprachigkeit in den Unterricht. Laura beleuchtet für euch genauer, wie sich Mehrsprachigkeit in den Unterricht einbeziehen lässt und gibt ganz einfachem praktische, direkt umsetzbare Beispiele. Außerdem erfährst du: Was Multilinguales Languaging ist. Wie die drei Unterrichts-Entwicklungsschritte zum Einbezug von Mehrsprachigkeit ablaufen. Wie beispielhaft eine Unterrichtsstunde in Biologie mit dem Einbezug von Arabisch und Hebräisch aussieht. Welche Herausforderungen der Einbezug von verschiedenen Sprachen in den Unterricht birgt. Was dich in der dritten Folge der Themenreihe erwartet. Lass uns bei Apple Podcats eine Rezension da und 5 Sterne - das bedeutet uns sehr viel. Hier ist dein Podcast, der Bildung frei denkt. Lass uns gemeinsam, in Verbundenheit einen Unterschied machen.

In der vierten Folge der neuen Staffel gibt es die Auftaktfolge einer dreiteiligen Themenreihe zur Mehrsprachigkeit mit Laura für euch. Laura beleuchtet für euch genauer, warum es eigentlich nur Vorteile hat Mehrsprachigkeit in den Unterricht mit einzubeziehen und warum es völlig unsinnig ist ein Verbot für andere Sprachen auf dem Schulhof auszusprechen. Außerdem erfährst du in der Episode: warum Laura überhaupt eine neue Folge für euch aufnimmt, obwohl sie noch in Babypause ist was es mit den anderen beiden Folgen der Themenreihe auf sich hat warum der Einbezug der Herkunftssprachen in den Unterricht die Motivation der Schüler*innen fördert wie wichtig es ist dies auf sensible Art und Weise zu tun, um Exklusionssprozessen vorzubeugen Lass uns bei Apple Podcats eine Rezension da und 5 Sterne - das bedeutet uns sehr viel. Hier ist dein Podcast, der Bildung frei denkt. Lass uns gemeinsam, in Verbundenheit einen Unterschied machen.

In this episode, we talk to Adelfio Garcia about translanguaging.  We learn translanguaging is when a multilingual person's full linguistic repertoire is used and honored. Mr. Garcia explains some of the fears and underlying biases teachers may have with accepting multiple expressions of learning in the classroom. We also discuss our experiences with the term “melting pot” and its connotations.  Referenced in the podcast: https://www.guilford.com/books/Teaching-Readers-Not-Reading/Peter-Afflerbach/9781462548613 (Teaching Readers not Reading) by Peter Afflerbach https://www.yolandasealeyruiz.com/archaeology-of-self (Archeology of Self) by Yolanda Sealey-Ruiz

When I started this podcast back in 2019, I wasn't entirely sure how it would unfold. I am thrilled with the outcome, with over 15 000 downloads, 46 episodes and guests from all over the world. Today I am releasing Season 4 with an episode on one of my favorite topics: bilingualism and multilingualism with Dr. Jasone Cenoz. Dr. Cenoz is a professor of education at the University of the Basque Country. Her research focuses on bilingualism and multilingualism in education and on pedagogical translanguaging. Pedagogical translanguaging is “a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content.” (Cenoz and Gorter, 2021).

English as an Additional Language (EAL) is not just an individual course to support non-native English speakers. It should be seen as a life-long journey, which, at WAB, is coordinated and supported across all school sections from Early Years through to Grade 12 graduation. On this week's episode, we are joined by the EAL specialists in WAB's Elementary, Middle, and High Schools. The team discusses why language diversity in a school community is an asset, how they work to train teachers school-wide, the most impactful strategies for approaching EAL, and the difference between learning language for academics and learning language for life.

Today on the podcast we're joined by three Heinemann authors, Lorena Germán, Carla España, and Luz Yadira Herrera. Lorena is the author of Textured Teaching: A Framework for Culturally Sustaining Practices, where she explores strategies that build traditional literacy skills while also supporting students in developing their social justice skills.Carla and Luz are co-authors of En Comunidad: Lessons for Centering the Voices and Experiences of Bilingual Latinx Students. Their book reveals the power of educators to create liberating spaces and experiences for bilingual students.Lorena, Carla, and Luz join us today to talk about the many ways in which their work overlaps, and uncover new ways of honoring students' rich linguistic lives. See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

The incomparable Dr. @kate_anna joins us to talk about listening to MLs differently by taking a translanguaging stance. https://amzn.to/3pjgdCh (Amazon Affiliate link) You can connect with Tan on Twitter at @TanKHuynh and TanKHuynh.com.  You can learn more about my courses at https://tankhuynh.com/courses

As we welcome 2022, Yarina and I decided to focus on NYSs Blueprint for the ELL/MLL Success. If you aren't familiar with the document and you are in the field of education be sure to visit NYSEDs webpage to check it out! Yarina and I collaborated on today's interview with Hulda Yau, a 6th-grade Integrated classroom teacher in the Rochester City School District. In 2014, Hulda became a core member of the CUNY NYS initiative on Emergent Bilinguals (NYSIEB) and has worked as a lead teacher in a research study that examines the impact of translanguaging strategies on a variety of student outcomes. Translanguaging is not new to our listeners and has been featured on BIA. Today's episode is geared more towards those in the field of education but really what Hulda shares is applicable to those who are bilingual or who are allies of the bilingual and multilingual community. Listen with an open heart and mind as Hulda shares about the intention, purpose, structure, and liberation associated with translanguaging.

Join Dr. Katie Toppel as she chats with SIOP authors Dr. Jana Echevarría, Dr. MaryEllen Vogt, and Dr. Deborah Short focusing on teaching techniques to support academic language development, student learning strategies, and purposeful uses of Translanguaging. 

“I'm not hungry. One egg is an oeuf”. Is the author funny? Debatable. Is the author multilingual? Ça dépend. In this multi-voiced episode on multilingualism we tackle different interrelated aspects ranging from translanguaging over accommodation to effectiveness and proficiency and we cast more light on multilingual settings and the role of BELF in them. In the process, we make Bernard eat humble pie by interviewing a very, very multilingual person and we raise multilingual voices to stop cruelty against animals, topped off with nice examples on language accommodation. Bon appétit!   The Words and Actions podcast features and accompanying website, http://wordsandactions.blog. Here we publish a blog post that goes with the podcast, including references to research and a full transcript.  Episode 20 features various researchers who attended the 2021 regional conference (Europe, Middle East and Africa) of the Association for Business Communication, The programme and abstracts are available here.  In the introduction, we talk about the notion of translanguaging. The following references are central papers and overviews:  Bradley, J., Moore, E., & Simpson, J. (2020). Translanguaging as Transformation. Bristol: Multilingual Matters. Conteh, J. (2018). Translanguaging. ELT Journal, 72(4), 445-447. García, O., & Wei, L.. (2014).Translanguaging: Language, bilingualism, and education. New York: Palgrave MacMillan. Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9-30. Williams, C. (1996). Secondary education: Teaching in the bilingual situation. In C. Williams, G. Lewis, & C. Baker (eds), The Language Policy: Taking stock. Llangefni: CAI, pp. 39–78 We also talk about communication accommodation theory (CAT) and return to that phenomenon in the analysis part of the episode. Here is a recent overview of the theory:  Zhang, Y. B., & Giles, H. (2018). Communication accommodation theory. In Y. Y. Kim (Ed.), The International Encyclopedia of Intercultural Communication (pp. 95-108). Hoboken, NJ: Wiley,pp.  95-108.  Another concept that is central to this episode is (Business) English as a lingua franca. One scholar who has written prolifically on accommodation in ELF is Jennifer Jenkins, most recently in this publication: Jenkins, J. (2021). Accommodation in ELF: Where from? Where now? Where next? In Walkinshaw, I. (ed), The Pragmatics of ELF. Berlin: De Gruyter Mouton. Available here.   Still in the introduction, Bernard offers a definition of BELF that is based on this paper:  Louhiala-Salminen, L., Charles, M.,  Kankaanranta, A. (2005). English as a lingua franca in Nordic corporate mergers: Two case companies. English for Specific Purposes, 24, 401-421. Our interview guest is Gladys Nyarko Ansah, an expert in multilingualism from the University of Ghana. Here are some of her publications, including the one on linguistic landscapes, which she talks about in the interview: Anderson, J.A., Wiredu, J.F., Ansah, G.N., Frimpong-Kodie, G., Orfson-Offei, E., & Boamah-Boateng, D. (2020). A linguistic landscape of the central business district of Accra. Legon Journal of the Humanities, 31(1), 1-35.  Afrifa, G.A., Anderson, J.A., & Ansah, G.N. (2019). The choice of English as a home language in urban Ghana. Current Issues in Language Planning, 20(4), 418-434 Ansah, G.N. (2014). Cognitive models of anger in Akan: A conceptual metaphor analysis. Cognitive Linguistic Studies, 1(1), 131-146 In the hosts' reflection on the interview, Veronika mentions ‘sounds being swapped around'; the technical term for this is metathesis.  In the analysis , Veronika contributes two examples from this study: Rogerson-Revell, P. (2010). “Can you spell that for us nonnative speakers?” Accommodation strategies in international business meetings. The Journal of Business Communication, 47(4), 432-454. Bernard reproduces an example from a talk at the ABC conference, which illustrates productive phonetic accommodation, i.e making the sounds of spoken language more like that of the interlocutor. Receptive phonetic accommodation is often taught as part of listening skills; here are some alien resources for this:  The Speech Accent Archive (http://accent.gmu.edu) The English Listening Library Online (www.elllo.org) My English Voice (http://myenglishvoice.com) YouGlish (http://youglish.com)  Finally, Erika draws on paper by Jane Lockwood and Ying Song: Lockwood, J., & Song, Y. (2020). Understanding each other: Strategies for accommodation in a virtual business team project based in China. International Journal of Business Communication, 57(1), 113-144.  The next episode will continue with the theme of different languages, looking at high-stakes translating and interpreting - see you again!

We interview a teacher

Jonathan interviews Dr. Simon Humphries (Citation 7) - Professor of Intercultural Communication, Faculty of Foreign Language Studies and Graduate School of Foreign Language Education and Research at Kansai University. Read the chapter here:

Transcript One language at school and another language at home. This is the reality for most bilingual children here in the Netherlands and in many countries around the world. Bilingual children often use the school language when they're at home, sometimes because this is the language spoken to them by one of their parents, but speaking the other language at school? That rarely happens. Sometimes it's not even allowed. According to many researchers -- and more and more teachers -- this is a missed opportunity. Because using the home languages of bilingual children at school can have all kinds of advantages. It makes them feel better, they often perform better academically (also in the school language), and it promotes inclusivity. One way of giving the home languages of bilingual children a place at school is called translanguaging. In this episode, I talk to Joana Duarte, a polyglot herself, about this strategy and what research-based evidence there is to show that it works. In short, it does work but only under the right circumstances. Joana tells us what those circumstances are. We also discuss potential concerns teachers may have, such as what to do when you don't speak or understand the children's home language yourself, and we hear what teachers who have worked with Joana and her team have learned from using this approach. In Let's Klets, I talk to Victoria Farrell and Marie Newton, both speech and language therapists working in the UK, and both members of the Bilingualism London Clinical Excellence Network, a group of speech and language therapists specialised in working with children and families from diverse cultural and linguistic backgrounds. They provide support, help and encouragement to all members and promote the exchange of information and ideas and resources. Check out their website for more details!  Our Kletshead of the week is Katriina from Canada. She was raised trilingually, with Finnish from mum, English from dad and her wider environment, and French at school. Now an adult herself, she reflects on her own multilingualism, as well as that of her future children.  Joana Duarte is Professor in Multilingualism and Literacy at NHL Stenden University of Applied Sciences in Leeuwarden, and Special Professor of World Citizenship and Bilingual Education at the University of Amsterdam. She conducts research on diversity and equity, the language acquisition of multilingual students, language attitudes of teachers and families, multilingual didactics and teacher professionalisation in the context of multilingualism in education. One of the projects Joana mentioned during our conversation is the 3M project (More Opportunities With Multilingualism). There are many resources there but most are in Dutch.  An extensive list of the research of Joana and her colleagues can be found on this website. One of the researchers most associated with translanguaging is Ofélia García. List to her in this lecture where she explains what translanguaging entails. This explainer video by Eowyn Crisfield (our guest on the very first episode of Kletsheads): https://youtu.be/iNOtmn2UTzI When talking about how schools can find out more about bilingual children's home language environments, I mentioned the Q-BEx project. Q-BEx stands for Quantifying Bilingual Experience and in this project we are developing a user-friendly, online questionnaire which teachers, clinicans and researchers can use bto gain more insight into children's language experience, now and in the past. This project is led by Cécile De Cat at Leeds University, and involves researchers from the UK (Drasko Kascelan - Leeds, Ludovica Serratrice - Reading), France (Philippe Prévost & Laurie Tuller -- Tours) and me (Sharon Unsworth - Nijmegen). 

A fierce advocate of translanguaging, Dr. Ofelia García shares how it can be transformational for a school community.    To learn more about one of Tan’s work, go to https://www.empoweringells.com @TanKHuynh

I had the pleasure of sitting down with linguistic anthropologist, Mike Mena to discuss issues mentioned in the title of this podcast, and how this all connects to teachers language practices. We also discussed ways in which we can begin to deconstruct some of the Eurocentric, white dominant narratives that are all to pervasive in our pedagogy and content.  Enjoy   Links: Mike Mena on Twitter  Mike Mena YouTube Channel Also mentioned, the book by Jonathan Rosa, Looking Like a Language, Sounding Like a Race.  Jonathan Rosa on Twitter

Op school spreken we Nederlands en thuis een andere taal. Dit is de realiteit voor de meeste meertalige kinderen in Nederland en Vlanderen. Thuis spreken kinderen vaak ook Nederlands, soms omdat dit ook de moedertaal is van één van hun ouders. Maar op school de andere taal spreken? Dat gebeurt zelden. Soms mag het niet eens. Volgens veel onderzoekers - en steeds meer leerkrachten - is dit een gemiste kans. Want het inzetten van de thuistalen van meertalige kinderen op school kan allerlei voordelen hebben. Ze voelen zich daardoor vaak beter, ze presteren vaak beter (ook in het Nederlands), en het bevordert de inclusiviteit. Een manier om de thuistalen van meertalige kinderen een plek te geven in het onderwijs heet translanguaging. In deze aflevering spreek ik met Joana Duarte, zelf een meertalige wonder, over deze strategie en of er daadwerkelijk wetenschappelijk bewijs is dat hij werkt. Dit lijkt wel het geval te zijn. Verder spreek ik met Karijn Helsloot van Stichting Taal naar Keuze over de mogelijkheid om op de middelbare school andere talen als eindexamen- of schoolvak te kiezen dan het gebruikelijke Engels, Nederlands of Duits. Dit is natuurlijk ook een manier waarop meertalige kinderen kunnen profiteren van hun kennis in hun thuistaal. Onze Kletshead van de week is een 5-jarige meisje dat tot de verbazing van haar moeder beweert naast het Arabisch en het Nederlands ook het Spaans en het Frans te kunnen. Nog een meertalige wonder in het dop dus!  Joana Duarte is lector Meertaligheid en Geletterdheid aan NHL Stenden hogeschool in Leeuwaarden, en bijzonder hoogleraar Wereldburgerschap en tweetalig onderwijs aan de Universiteit van Amsterdam. Zij doet onderzoek naar diversiteit en kansengelijkheid, de taalverwerving van meertalige leerlingen, taalattitudes van leerkrachten en gezinnen, meertaligheidsdidactiek en docentenprofessionalisering voor meertaligheid in het onderwijs. Een van de projecten die Joana noemde tijdens ons gesprek is het 3M project (Meer kansen Met Meertaligheid). Daar is de toolbox uit voortgekomen waar zij het ook over heeft gehad.  Een uitgebreide lijst van het onderzoek van Joana en haar collega's vind je op de website van de lectoraat Meertaligheid en Geletterdheid. Hieronder een selectie uit de andere onderzoeken / onderzoekers die Joana noemde tijdens ons gesprek: Ofélia García is de onderzoeker die het meest met translanguaging wordt geassocieerd - op YouTube vind je deze lezing waarin ze uitlegt wat translanguaging inhoudt.Creese, A. & Blackledge, A. (2010). Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? The Modern Language Journal, 94, 103-115. https://www.jstor.org/stable/25612290?seq=1Arthur, J. & Martin, P. (2006). Accomplishing lessons in postcolonial classrooms: comparative perspectives from Botswana and Brunei Darussalam. Comparative Education, 42, 177-202. https://doi.org/10.1080/03050060600628009Latisha, M. & Young, A.S. (2017). Engaging with emergent bilinguals and their families in the pre-primary classroom to foster well-being, learning and inclusion. Language and Intercultural Communication, 17, 455-473. Helaas is het zo dat een aantal veel wetenschappelijk onderzoek achter een paywall zit waardoor het niet beschikbaar is zonder een abonnenment op de desbetreffende wetenschappelijke tijdschrift. Dit gaat vaak via een universiteit of andere instelling. Heel vervelend, maar het is helaas op dit moment niet anders. Er worden steeds meer stappen genomen richting open science, dus waar artikelen beschikbaar zijn zonder te betalen, maar helaas gaat dit best langzaam. Sommige onderzoekers stellen een versie van hun artikelen beschikbaar via hun persoonlijke websites. Karijn Helsloot is directeur van Stichting Taal naar Keuze, een organisatie die zich sterk maakt voor het gebruik van alle talen in het onderwijs. Het lesprogramma waar Karijn het over had, dat laatst de Europees Talenlabel heeft gekregen, heet Alle Talen.

About Stephanie Abraham, Ph.D. Dr. Stephanie Abraham is an Associate Professor of Language and Literacy Education at Rowan University in New Jersey. Her research and pedagogical interests focus on the documentation of the rich language and literacy practices of racialized, emergent bilinguals, as well as helping their teachers develop high quality, critical pedagogies. She is the principal investigator of the Spencer Foundation-funded project, Translanguaging as Resistance and Restoration in a Community-Based Writing Center. Her scholarship has been published in Radical Teacher, the Journal of Education Policy, and Teaching and Teacher Education. Most recently, she has published a critical discourse analysis of the word gap discourse in Equity and Excellence in Education, showing how racial erasure works to make the word gap discourse appear as a humanizing solution to poverty in the United States. Show Highlights The Word Gap Does a parent’s level of education impact the Word Gap? What is the Word Gap really about? The Wordometer What should we be focusing on? A message to future researchers of the Word Gap Connect with Stephanie stephanielynnabraham@gmail.com What Counting Words Has Really Taught Us: The Word Gap, A Dangerous, but Useful Discourse Connect with me on Twitter @sheldoneakins Inquire about the Leading Equity Center’s “Annihilating Racial Injustice in Schools” training

On this Episode I'm joined by Dr. José Medina to talk about all things pocho! Some bangers from the conversation: When a white person speaks Spanish it's a global skill but when a brown person speaks Spanish it's something to be remedied and fixed. There is no such thing as wrong language, just context. School administrators must see themselves as instructional leaders and not just building managers. Find more of Dr. Medina at: DrJoseMedina.com If you liked this episode or have anything you'd like to hear in future episodes reach out at the links below! El Pochast is a part of The Irrelevant Podcast Network Twitter:@irrelevantpods Instagram: @elpochcast Email : elpochcast@ gmail.com rapture.mp3 by Vincent Augustus is licensed under a Attribution 4.0 International License. https://creativecommons.org/licenses/by/4.0/ Support El Pochcast by contributing to their Tip Jar: https://tips.pinecast.com/jar/el-pochcast

Blog Post These mini-episodes are a way to share more art by amazing teaching artists as well as some resources and tips, challenges, shout outs, and wisdom from my 5 year old. The goal is to make these weekly, but we'll see how that goes! FEATURED ARTIST I’ve been working on more ways to support and highlight teaching artists and one idea that I’m starting right away is a weekly featured artist opportunity. Featured artists will have their work shared on our social media and website as well as mentioned here on these mini-episodes of the podcast! Yay! You can apply here. RESOURCE / TIP OF THE WEEK: NAMES! Paula Liz shared an incredible lesson to start the year! Whether you're just starting or are a little way into your school year, this is a great way to learn your students' names and help them get to know each other. I talk about the lesson and the importance of names and pronunciation and my daughter shares her name. Paula Liz recommends the book Teach Us Your Name: Empowering Children to Teach Others to Pronounce their Names Correctly by Huda Essa. She created a fantastic bilingual Spanish/English video for this lesson and you can get the lesson on TpT. Follow her @ms.paulaliz and subscribe to her YouTube channel for more amazing lessons. Here's another great book to use for this lesson: Your Name Is a Song by Jamilah Thompkins-Bigelow. Here are a few articles and books on translanguaging: Translanguaging vs. Code-switching The Translanguaging Classroom: Leveraging Student Bilingualism for Learning Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom The Translanguaging Classroom: Leveraging Student Bilingualism for Learning CHALLENGE OF THE WEEK Online school... My daughter started online kindergarten last week. Whew! Beyond the technology, working through the emotions she's going through right now has been quite a challenge. If you also have a kindergartener, I would love to connect! In this episode, I talk about it a bit and she chimes in. SHOUT OUTS Here, I read a review and give a shout out to an amazing listener. I always mention how reviews help get the podcast seen by more people. This is because of the way Apple Podcasts ranks and recommends podcasts… and that’s about all I know about it. I also just love to hear your thoughts! What do you like about this show? What should I do more of? Leave a review and let me know! Thanks! . . . Support this podcast. Subscribe, leave a review, or see more ways to support here. --- Send in a voice message: https://anchor.fm/teachingartistpodcast/message Support this podcast: https://anchor.fm/teachingartistpodcast/support

In today's episode I discuss and explain in more detail about what translanguaing is. I further discuss how educators can incorporate translanguaing into their classroom and give examples of what translanguaging can look like. --- Send in a voice message: https://anchor.fm/kelly-broadbent/message

Translanguaging is the process whereby multilingual speakers use their languages as an integrated communication system.[1]Karen Silfa is an educator of nearly 20 years at IS143 in NYC. She joins Marc in this conversation along with researchers and administrators working to illuminate the practice of translanguaging starting with its role in computer science education. Translanguaging is a practice in education that returns the power of language to the learner.Dr. Sara Vogel, CUNY: https://commons.gc.cuny.edu/members/saraevogel/Dr. Christopher Hoadley, NYU: https://steinhardt.nyu.edu/people/christopher-hoadleyChristy Crawford: https://www.linkedin.com/in/christy-crawford-40066425/Dr. Ofelia Garcia, CUNY: https://ofeliagarcia.org/Dr.'s Nelson Flores & Jonathan Rosa's work:https://www.cambridge.org/core/journals/language-in-society/article/unsettling-race-and-language-toward-a-raciolinguistic-perspective/30FFC5253F465905D75CDFF1C1363AE3https://blogs.umass.edu/jdrosa/files/2015/01/HER-Undoing-Appropriateness.pdf ,mn[ See acast.com/privacy for privacy and opt-out information.

Episode 9 - This episode explains and distinguishes the terms bilingualism, multilingualism, plurilingualism, code switching and translanguaging. --- Support this podcast: https://anchor.fm/the-future-is-bilingual/support

Teachers want to be a part of an educated pedagogical citizenry. In this episode, you will meet Dr. Susan Ballinger of McGill University, and hear how she is questioning the need to maintain a unilingual stance in second language classes. She will explain the idea of translanguaging and offer teachers some tools to help them integrate translanguaging practices into the classroom. Episode Summary Call-in question Meet Dr. Ballinger Translanguaging discussed Defining Translanguaging Background/history Teacher concerns Ideas for implementation Mentioned Resources / References Carol Dweck book Mindset PlurilingualLab https://www.youtube.com/channel/UCrrcRixJfghtU8F4Xy0cbTg Claude Quevillon Lacasse and Diane Alain MEES project video link https://www.youtube.com/playlist?list=PL7xK7_BJ0pSVFatFPw-sAIjKP5trQDgks Françoise Armand and Érica Maraillet https://www.elodil.umontreal.ca/fileadmin/documents/Guides/eal/16-disciplines-francais-anglais.pdf Twitter: https://twitter.com/chalkncoffee Instagram:https://www.instagram.com/chalk.n.coffee/ Email: jacqueline.mallais@ggl.csmb.qc.ca Website: https://sites.google.com/csmb.qc.ca/chalk-n-coffee/home

Dr. Gini Rojas shares the what, the how, the when, and the why of translanguaging. Use this link (https://tinyurl.com/yalcs9gw) to access the resources that Gini referred to in this episode.  To learn more about one of Tan’s courses, go to https://www.empoweringells.com/courses/You can connect with Tan on Twitter at @TanKHuynh

This is my Translanguaging story. This was initially an assignment for one of my classes, but I also think it was worth sharing to hopefully raise some awareness. There are many language injustices within the Latinx community and in education especially. This episode talks about my journey with linguistic injustice. --- Send in a voice message: https://podcasters.spotify.com/pod/show/lindsey-martinez/message Support this podcast: https://podcasters.spotify.com/pod/show/lindsey-martinez/support

Nếu như sáng tạo ngôn ngữ diễn ra rất tự nhiên, thì bảo tồn ngôn ngữ lại đòi hỏi nhiều nỗ lực để xác định giá trị thực sự cần được bảo tồn. Trong sáng ở kiểu hình, hay là ở nội dung? Show note: https://tinyurl.com/y6drzdhz

Today on the podcast we’re joined by Carla España and Luz Yardia Herrera, co-authors of En Comunidad: Lessons for Centering the Voices and Experiences of Bilingual Latinx Students. If you haven’t heard their two previous episodes, we invite you to go back and listen to them now.Heinemann colleague Jaclyn Karabinas joined Carla and Luz to talk about translanguaging with poetry in your curriculum. Poetry can be a great teacher, and in teaching, it is imperative to speak to the multiple experiences and languages in a class. Their conversation started with describing how poetry sustains community…

Today on the podcast we’re joined by Carla España and Luz Yardia Herrera, co-authors of En Comunidad: Lessons for Centering the Voices and Experiences of Bilingual Latinx Students. Heinemann colleague Jaclyn Karabinas joined Carla and Luz to talk about choosing texts that speak to and honor the multilingual students in your class. Throughout their conversation, they describe the importance of translanguaging, provide helpful tips for choosing multilingual texts while teaching remotely, and explain how you can teach these texts even if you yourself are monolingual.g Their conversation started with explaining what translanguaging is, and the role it plays in multilingual education.

This research project, led by Annika Airas, a postdoctoral researcher at SFU Urban Studies, and Meg Holden, examines the ways in which what gets lost in translation to English surrounding questions of urban sustainability can be crucial to progress toward sustainability goals. In this podcast, Annika and Meg engage in conversation with other research team members, including Danish researcher Majken Toftager Larsen, who presents her synthesis of the meaning of the interntionally-popular term 'hygge' and its relationship to urban livability and sustainability within a Danish context. Finnish researcher Salla Jokela introduces a Finnish word, 'Säästäväisyys', that similarly has no direct English translation, and that carries meaning that takes more work to translate across cultural contexts as well. These terms, in their native Nordic languages, may have more to teach about urban sustainabiiity than 'international best practices' can convey.

In ep 132, Stacey interviews Arabic teacher and researcher Dr. Emma Trentman about language ideologies and how they play out in the classroom. Emma discusses how teachers might move away from practices that reinforce monolingual ideologies and towards multilingual ideologies such as translanguaging.  For links and show notes, visit https://wp.me/p88mlO-5YK We welcome feedback, resources, and diverse perspectives on this topic! To contribute to the conversation started here, leave us a voicemail or send a text message to (629)888-3398. Or you can follow us on Twitter @weteachlang or leave a comment at weteachlang.com.

Tak til Anne Holmen og Helene Thise for at dele erfaringer og viden om translanguaging.

New research suggests that to meet the needs of Indigenous youth, Australia's health and education systems must adopt practices that provide cultural safety and positive meanings about Aboriginality.In this episode, David is joined by Professor Rhonda Oliver, Head of Curtin's School of Education, and Dr Michael Wright, a mental health researcher and Yuat Nyungar man, to discuss what needs to be done to ensure the wellbeing of Australia's young Indigenous people is improving.How the NAPLAN (National Assessment Program – Literacy and Numeracy) is disadvantaging Australia's Indigenous youth (02:02)What needs to be done to ensure mental health services for Indigenous youth become more effective (08:37)Defining why translanguaging is important to Indigenous communities (10:59)How cultural safety of Indigenous people is being affected by Western worldviews (15:47)Why Australia's Indigenous youth experience more unfair treatment in education settings than elsewhere (22:42).LinksCurtin University: New mental health research draws wisdom from Aboriginal EldersNational Indigenous Australians Agency: EducationNAPLANGot any questions, or suggestions for future topics?Email thefutureof@curtin.edu.au.Subscribe:Apple PodcastsSpotifyGoogle PodcastsRSSCurtin University supports academic freedom of speech. The views expressed in The Future Of podcast may not reflect those of the university.Music: OKAY by 13ounce Creative Commons — Attribution-ShareAlike 3.0 Unported — CC BY-SA 3.0 Music promoted by Audio LibraryYou can read the full transcript for the episode here.

This podcast belongs to the ICMEE Project.

ICMEE had the opportunity of interviewing this wonderful scholar, Dr. Susana Ibarra Johnson, a biliteracy specialist at Albuquerque Public School, and co-author of "The Translanguaging Classroom: Leveraging Student Bilingualism for Learning with Ofelia García and Kate Seltzer. Listen to our episode if you would like to learn more about Dr. Ibarra Johnson's work in the field of multilingualism.

An insightful thinker, an incredible teacher and respected researcher, Wales Wong shares her interest in storytelling and translanguaging as important aspects of meaning-making in our daily lives. From California to Hong Kong and now Toronto she brings tons of diverse experiences while using her Cantonese and English languages both academically and personally. We problematize the assumptions people make when it comes to race and language whether you are in the USA or elsewhere, there are labels that still stigmatize peoples and sometimes marginalize them. We question how we value other people’s linguistic repertoires and how they use them at different times for the purposes of communication. Therefore, it is important to welcome and celebrate linguistic diversity and support students to amplify their voices by using written storytelling as a device to describe their cultural traditions and connect with the larger community. Suggested citation of this podcast (APA): Ortega, Y. (Producer). (2019, March 26). Chasing Encounters - Episode – 8 – Storytelling and Translanguaging [Audio podcast]. Retrieved from https://soundcloud.com/chasingencounters Sources: About research Lewis, P. J. (2011). Storytelling as Research/Research as Storytelling. Qualitative Inquiry, 17(6), 505–510. https://doi.org/10.1177/1077800411409883 About storytelling http://designresearchtechniques.com/casestudies/storytelling/

Kollegialt lärande och translanguaging by Meningsfullt förlag

In this episode, I speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices

“EAL is a problematic category,” states Victoria Murphy, professor of applied linguistics at the University of Oxford.Murphy is a long-time researcher into English as an additional language (EAL) and on this week's Tes Podagogy podcast she explains that use of the term brings multiple problems. “The way it is defined is so general, it really just highlights children who have another language in the home,” she explains. “It does not speak to whether and to what extent the child is exposed to English since birth or any other context, and it doesn't say anything about their proficiency in English, and importantly it does not say anything about their knowledge of their home language or proficiency in that language. “It is a group that is massively diverse. So any time we talk about EAL in general terms, we are really being a bit reckless.” She goes on to say that another issue she has with the term is that it is seen as a negative attribute. “It is used as a deficit term - we assume there is a problem. It really doesn't have to be a problem,” she argues. In a wide-ranging discussion, Murphy talks about the problem with interpreting the performance data of EAL children too simplistically, the issues with ‘immersion' programmes and the lack of support for schools in helping EAL children in the classroom. “I don't think there is enough financial support for children with linguistic challenges and I don't think teachers have historically had enough support in supporting EAL students,” she says There is recent research that suggests that teachers generally feel unprepared to support students with EAL.” Murphy also offers some insights to the research going on around the best pedagogy for EAL students, including translanguaging. “Translanguaging is a little bit of a tricky construct - essentially it means drawing from the child's other languages within the English classroom, so they can use those other languages as support while they are carrying out work,” she explains. “This approach recognises that the child comes to school with knowledge of another language, that it is a huge resource not just for that child but for the other children in that class if teachers were equipped to use that pedagogical strategy. The teacher would not need to know that home language, it is about a multi-lingual pedagogy. “I hope to see more studies that will look at when this should be used or if it should be used, the research is in its infancy.”

“EAL is a problematic category,” states Victoria Murphy, professor of applied linguistics at the University of Oxford.Murphy is a long-time researcher into English as an additional language (EAL) and on this week’s Tes Podagogy podcast she explains that use of the term brings multiple problems. “The way it is defined is so general, it really just highlights children who have another language in the home,” she explains. “It does not speak to whether and to what extent the child is exposed to English since birth or any other context, and it doesn’t say anything about their proficiency in English, and importantly it does not say anything about their knowledge of their home language or proficiency in that language. “It is a group that is massively diverse. So any time we talk about EAL in general terms, we are really being a bit reckless.” She goes on to say that another issue she has with the term is that it is seen as a negative attribute. “It is used as a deficit term - we assume there is a problem. It really doesn’t have to be a problem,” she argues. In a wide-ranging discussion, Murphy talks about the problem with interpreting the performance data of EAL children too simplistically, the issues with ‘immersion’ programmes and the lack of support for schools in helping EAL children in the classroom. “I don’t think there is enough financial support for children with linguistic challenges and I don’t think teachers have historically had enough support in supporting EAL students,” she says There is recent research that suggests that teachers generally feel unprepared to support students with EAL.” Murphy also offers some insights to the research going on around the best pedagogy for EAL students, including translanguaging. “Translanguaging is a little bit of a tricky construct - essentially it means drawing from the child’s other languages within the English classroom, so they can use those other languages as support while they are carrying out work,” she explains. “This approach recognises that the child comes to school with knowledge of another language, that it is a huge resource not just for that child but for the other children in that class if teachers were equipped to use that pedagogical strategy. The teacher would not need to know that home language, it is about a multi-lingual pedagogy. “I hope to see more studies that will look at when this should be used or if it should be used, the research is in its infancy.” See acast.com/privacy for privacy and opt-out information.

Translanguaging sounds complicated, but it's not, Professor Rhonda Oliver assures. The chatty Curtin University Professor explains how this language strategy can be used to help multilingual kids excel in all languages.

Translanguaging sounds complicated, but it's not, Professor Rhonda Oliver assures. The boisterous Curtin University Professor explains how this language strategy can be used to help multilingual kids excel in all languages.

Two academics, Samantha Goodchild and Miriam Weidl, from SOAS, University of London discuss their research on translanguaging practices in two Senegalese villages in the Casamance region and how their research can be used to understand how language learning can develop thanks to local mobility practices. Host: Dr Ann Wand Here's their link to online teaching material: https://www.kanraxel.uk/university Patreon: https://www.patreon.com/coffeeandcocktailspodcast Twitter: https://twitter.com/CafeNCocktails Facebook: https://www.facebook.com/coffeeandcocktails1/ Instagram: https://www.instagram.com/coffee_and_cocktails_podcast/

Vilka är de bästa sätten att arbeta med flerspråkiga elever i skolan? Hur stimuleras flerspråkiga elevers lärande och identitetsutveckling på bästa sätt? I det här samtalet berättar andraspråkforskaren Gudrun Svensson för Stina Ericsson och Pernilla Severson om translanguaging – transspråkande – i skolors praktik och i forskningen.

Translanguaging as an alternative pedagogical strategy for implementing multilingual education in South African universities Recently,translanguaging has been proposed by various scholars as a pedagogic strategy for implementing multilingual education in multilingual contexts. Dr. Mbulungeni Madiba(UCT) discussed this strategy and its implementation in South African universities, with special reference to the University of Cape Town. Chair: Friederike Luepke