Translanguaging Fosters a Framework of Sustainable Cultural Practices in Communities of Color
By Pedro Trivella
As an ESL/Bilingual educator and a second language learner myself, I know firsthand the pivotal role that inclusivity and equity play in language and cross-cultural connections among English Language learners.
Culturally Sustainable Pedagogy fosters racial and ethnic equity and promotes equal opportunity across all diverse communities. CSP strengthens ELs’ identities needed to critique and question dominant power structures in societies. Gloria Ladson-Billings (2019) supports translanguaging pedagogy as an integral component of the framework of Culturally Sustaining Pedagogy (CSP).
Translanguaging, the language practices of bilingual/multilingual individuals, enables ELs to successfully navigate through their acculturation process by encouraging them to embrace their dual language and cultural efficacy as viable and valuable resources to maximize their pedagogical and life goals. According to Garcia (2014; 2018), translanguaging positively impacts both LEP learners and native English speakers since it opens up opportunities and exposure to other languages and cultures, while simultaneously validating the importance of bilingual/multilingual practices.
Translanguaging is currently recognized for its integral role in education. Baker & Wright (2017) theorize that bilinguals naturally use their known languages to amplify their learning. I agree with Garcia (2014) that the practice of translanguaging emphasizes the participants’ flexible use of their complex linguistic resources to make meaning of their lives and complex acculturation process.
While considering translanguaging as a pedagogical practice, I have realized that students’ dual linguistic assets are not limited to how they communicate, but also reflect their identities and way of being. Consequently, I am able to capitalize on the students’ knowledge base and capabilities as a resource, and the students’ home language practices can be used to promote meaningful and lifelong learning. I distinctly recall tapping on my first grade ELs Spanish knowledge of the word “habitar”, in order for them to understand the content vocabulary word “habitat” while reflecting on both words’ cognate transferable elements.
Inspired by Cummins (2017) theory that languages do transfer throughout the learning process, and literacy transfers across languages and language systems as learning advances, I have broadened my view regarding language and content. Rather than seeing language and content as two separate, independent systems, I embrace a more flexible and holistic methodology that views multilingualism as playing a strategic role in content mastery.
According to MacSwan, J. (2017), the following are educational benefits of translanguaging:
- The ability to build on students’ metalinguistic awareness by comparing and contrasting language forms and systems.
- Students’ recognition that they can use different languages strategically to enable comprehension and production, creating a bridge between the languages and content concepts
- Student awareness and validation of the role language practices play in their lives at home, in school, and in the larger community
- The ability to address multilingual audiences and negotiate meaning across languages
- Multiple language resources to engage with complex and abstract content area information and material; to acquire content information and academic skills from different sources; and to self-regulate
- Experimentation and interaction with language resources to develop/use divergent thinking and creativity.
Embedding translanguaging methodology in my learning space is done purposely and strategically by clearly distinguishing between a “bridge” and a “bridging” approach. Beeman & Urow (2013) distinguish between “bridging” and “The Bridge.” In “bridging,” the two languages are brought together to encourage students to explore and reflect on the similarities that lend themselves to knowledge and skills transfer between both languages. The Bridge, on the other hand, is the systematic development of units of study in dual language programs in which one language is used to teach concepts and skills; at the close of the unit, those concepts and skills are deliberately bridged to the other instructional language through an activity such as a bilingual anchor chart or comparison of language forms. Finally, an application unit in that other language follows. Whether used as an active teaching methodology, or as a student support system, instructional translanguaging is always used deliberately and strategically.
Either deliberately utilizing translanguaging as an active teaching methodology (bridging) or as a student support system, both serve as beneficial tools. My teaching experience shows that “bridging” is highly effective when working with ELs. Additionally, engaging my ELs that possess higher English Language proficiency skills has also proven to be successful.
Some of the translanguaging initiatives that I have implemented in my second language learning environment are:
1. Be Kind – Trilingual Style:
The “Be Kind – Trilingual Style” BASTA initiative fosters a safe and respectful learning space to engage all learners, regardless of their English language proficiency levels. Students were encouraged to write in various languages (English, French Creole, and Spanish) personality traits that exhibit their gentle, respectful and kind manners. The “Be Kind – Trilingual Style” strategy enables students to increase their confidence and writing efficacy while engaging in reflective and self-regulatory agency.
2. Our School Global Tree:
Learners reflected on their powerful multilingual and multicultural agency by adding leaves to our school Global tree. Students wrote about significant cultural contributions that they and their families bring to our school community and neighborhood. Additionally, children evaluated and internalized our dual “2 is better than 1” academic vision.
3. “How Else to Say It” Dr. Martin Luther King Legacy:
Students demonstrated understanding of MLK legacy by engaging in a Fulbright “How else to say it and why” activity in which they wrote in their own words (In English and/or their home languages) to individually or collectively their interpretation of their favorite Dr. King’s quote.
4. Professor Trilingual – Our School Mascot:
Professor Trilingual was created as a result of 2nd grade students who voiced their concerns regarding the fact that the Scholastic I-Read program characters are only monolingual.
Students evaluated and built consensus regarding Professor Trilingual’s design, that he should have three mouths to reflect the three languages that they spoke (English, Creole, and Spanish), one nose because we should all be able to breath the same air , and one eye since we all have the same vision of achieving our American Dream.
5. Cat in the Hat Challenge:
Learners were challenged with a problem: Cat in the Hat left his hat in the automat! Second graders designed and created a new hat for Cat in the Hat that symbolized their multicultural backgrounds as well as our Asbury Park beach community. Thereafter, students collectively wrote a translanguaged book to express their gratitude regarding this special visit.
6. “Nuestros Sonidos Latinos” – Monmouth University Radio Station Show:
The students conducted a two hour radio show at Monmouth University’s radio station. “Estudiantes” discussed the benefits of being bilingual and reflected on the challenges and rewards they have experienced while learning English and acculturating to their new American home. Our superstar students even turned the table on the Monmouth University students and staff and asked them about their motivations to learn Spanish.
Translanguaging lends itself to reflective opportunities for my students to embrace active roles in lessening inequalities and injustice by spearheading civic/community problem-solving initiatives that improve their learning communities and neighborhoods. Routinely embedding translanguaging practices among my ELs has significantly strengthened the powerful diverse language agency they possess. Translanguaging offers students authentic reflective practices that enable them to evaluate, negotiate, and identify how and when to blend their dual language superpowers.
The Author, Pedro Trivella, is a driven global ambassador with a multicultural DNA. The unique language acquisition and acculturation challenges that he experienced have enabled him to empower ELs and their families with the academic agency and life skills that meet their particular needs. Becoming a Fulbright scholar and creating the BASTA Multicultural committee have served as a pivotal vehicle to foster his Multilingual Global advocacy.
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REFERENCES
Beeman, K., Urow, C. (2013). Teaching for biliteracy: Strengthening bridges between languages. Caslon Publishing.
Cummins, J. (2017). Teaching for transfer in multilingual school contexts. In García, O et al. (Eds.), Bilingual and Multilingual Education, Encyclopedia of Language and Education, Springer International Publishing AG, 103-116.
Garcia, O. (2014). Translanguaging as normal bilingual discourse. In Hesson, S., Seltzer, K., Woodley, H.H. Translanguaging in curriculum and instruction: CUNY – NYSIEB guide for educators. CUNY Graduate Center.
MacSwan, J. (2017). A Multilingual perspective on translanguaging. American Educational Research Journal 54. 167–201. doi:10.3102/0002831216683935