Social and Emotional Well-Being of Emergent Bilinguals Supported by Translanguaging and Multilingual Ecologies

• In Event: Roundtable Session 14
  In Roundtable Session: Educating Emergent Bilinguals in New York: A Focus on Structural Changes, Distributive Leadership, Translanguaging Pedagogy, and Socioemotional Supports

Abstract

Objective:
This study investigates the multilingual ecology of an afterschool program where emergent bilinguals are encouraged to use both their home and school language to build social, emotional and academic competences.

Theoretical Framework:
Empirical research has documented the connection between language competence and the social and emotional adaptation and wellbeing of children (Beitchman, Cohen, Konstantareas, & Tannock, 1996). For emergent bilinguals the importance of this association is also moderated by both the use of the home and school language (Author, 2011). Schools with multilingual ecologies create a space for both students and families to use languages to communicate and express themselves while utilizing their full linguistic capacities.

Methods:
This study examines the home and school language use in an urban, elementary school in connection with the wellbeing of students. Teachers and administrators participated in multiple seminars and professional development workshops outlining the theories and practices regarding translanguaging and strategies for supporting emergent bilinguals home and school languages. Classroom observations, interviews, and surveys were conducted to record language use in the school, and perceptions of translanguaging as well as students’ social and emotional wellbeing.

Results:
Growth in the school’s multilingual ecology was documented in instruction as well as in bulletin boards and signs, and specific classrooms. Teachers reported positive changes in their school’s incorporation of students’ home languages and increased support for emergent bilinguals from the administration. A particular area of growth was a change in school-wide attitude of the teachers and administration towards using home languages for instruction, and valuing all students’ home languages as an integral part of their existing competence. Teachers reported that translanguaging in classes increased greatly, and the school’s multilingual ecology and parental involvement has also improved. Translanguaging was reported to have increased in classrooms by teachers and students with writing, reading, and speaking activities, as well as an increased use of bilingual materials. An overall growth in acceptance school-wide of students’ using home languages in learning was reported by teachers. Additionally, there was increased involvement of emergent bilingual students in afterschool activities. Students’ social and emotional wellbeing was strengthened as reported by teachers and administrations when translanguaging strategies were used. Observations of the afterschool program confirmed the dynamic use of home and school language as students worked collaboratively on team projects.

Significance:
This study underscores the importance of creating a multilingual ecology when considering the wellbeing of emergent bilingual children at school. It highlights the need to support the interconnection of home and school through linguistically and psychosocially ways as equally important.

Author

• Brian A. Collins, Hunter College - CUNY