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Translanguaging in practice

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Sarah Hesson

on 11 October 2012

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Transcript of Translanguaging in practice

Reading Writing Translanguaging in Practice Speaking Listening Teacher Student Student Teacher Student Teacher Student Teacher Write instructions for a small group in home language, task itself in English
Use shared and interactive writing with students to help them express ideas in developing language (individual or class). Student(s) can express idea using both languages; you write in target language**
Give comments on an assignment in home language
Make connections between words used in writing to build vocabulary and improve spelling (ex. felicidad --> felicitous; revolución --> revolution; triángulo --> triangle) During shared reading (when students read text aloud with you) or Read Alouds, give partners time to discuss difficult passages or words in home language
Create a multilingual word wall
Create an interactive word wall (Math, Science, Social Studies) that allows you to remove words from wall for students to manipulate and play games with Allow students to audio record ideas first using both languages, then transfer to writing
Assign students bilingual writing partners for mutual assistance
Allow students to pre-write in both languages, even if publishing in target language
Design bilingual final projects (Two pieces, related, one in each language; Translate monolingual product for specific purpose; Create bilingual product for a specific purpose) (Idea from Celic, Seltzer translanguaging guide) Assign bilingual reading partners for mutual assistance
Provide bilingual books/ translations of books where possible to aid comprehension
Provide reading material in both languages for a research project/ unit exploration Create a multilingual listening center comprised of fiction and non-fiction texts in the classroom, narratives of community members, and books recorded by students themselves (a favorite book or their own published piece)
Allow students to explain things to each other using both languages Use preview-view-review (preview lesson in home language, deliver in target language, review in home language)
Conduct individual conferences with students using both languages to ensure understanding or to make language connections (in grammar, spelling, vocab, etc.) In general Create language objectives that address the linguistic needs of students in both languages
Reach out to families in both languages by calling, sending letters home, and conducting PTA conferences in both languages
Be sure to have publishing parties with work in both languages
If you're not sure if translanguaging is right for that moment/lesson, ask yourself: What's my objective? What do I want this student to know or do? Will using both languages help me get there? Guiding principal: Translanguaging is a tool to help students. If you're not sure whether to use translanguaging, ask yourself: What's my objective? What do I want this student to know or do? Will using both languages help me and my students get there? Example:
Content objective: Learn the causes of the Civil War
Language objective: Use declarative sentences (speech and writing) in English to explain the causes of the Civil War.
Translanguaging strategy: Give a preview and review of the lesson in Spanish, as well as language partners during Turn & Talk. Give the lesson in English, and have all students say and write the causes of the Civil War in English (they can also practice saying and writing them in Spanish first) Assign partners: beginner speakers with intermediate speakers, intermediate speakers with any level, advanced speakers with intermediate
Make sure newcomers have a buddy to show them around school, answer questions inside and outside class, etc.
Group strategically so students can use all their languages in small group work, then present in target language
Encourage students to explain an idea to you or a partner in their home language to assist their explanation in target language Allow students to explain themselves using both languages (when it assists learning
Use the language structures checklist (Celic) to track what you hear in both languages **shared writing: you write students' ideas; interactive writing: both physically write ideas on chart paper/board
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