Translanguaging: Using Multiple Languages to Enhance Learning

Translanguaging involves using multiple languages in education to improve understanding. It challenges the traditional view of keeping languages separate in the classroom. Instead, it leverages a student's full linguistic repertoire. Originally, translanguaging referred to alternating languages for input and output in bilingual education. Students might receive information in one language and respond in another. This practice requires a deep understanding of both languages. Today, translanguaging is used globally in bilingual and multilingual education. It includes both spontaneous and pedagogical forms. Spontaneous translanguaging occurs naturally in multilingual settings, like using informal language mixing English and Spanish. Pedagogical translanguaging involves planned integration of languages to improve learning. For example, students might read a text in English and then analyze related words in other languages. This can be done at lexical, phonetic, morphological, syntactic, pragmatic, or discursive levels. Using translanguaging can benefit students in content and language integrated learning (CLIL) programs. By connecting prior knowledge in different languages, students can better understand new concepts. This approach also develops metalinguistic awareness, improving language analysis skills. Translanguaging enhances comprehension, improves learning, and facilitates knowledge transfer between languages. It motivates students and builds confidence by using their existing language skills as a foundation.