A Holistic Approach to Implement Translanguaging Practices in Early-Years English Classrooms

• In Event: Bilingual Education Research Poster Session 1

Abstract

Many studies have addressed the transformative potential of translanguaging pedagogies for teaching English. However, translanguaging is still a rare occurrence in English classrooms, especially when teachers do not speak students’ first language (L1). This study shows how English teachers in early years classrooms can systematically use translanguaging pedagogy to leverage children’s full linguistic repertoire, developing their English competency. Based on translanguaging allocation policy, this research illustrates three translanguaging practices: translanguaging rings (scaffolding mechanism that helps children acquire new English forms utilizing L1); translanguaging assessment (evaluation mechanism based on the full spectrum of children’s bilingual knowledge); and translanguaging spaces (strategic activities to unlock bilingual learners’ full linguistic repertoire, activate their creative voices and stimulate critical consciousness).

Author

• Lijuan Shi, University of Maryland - College Park