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Of Lawn Signs and Talking to People

Big Words, Real Actions

Years ago in graduate school, specifically in my MEd programme at York University, I had taken a course on Gender, Race and Social Class especially because the last concept was important to me.

I’ve always known that class is the secret ingredient of oppression in addition to and intertwined with the BIG ones.

Social class always worsens the other oppressions that people experience.  

One of our assignments was observing public pedagogy how do you spread a message in society and connect with people about what matters most? At the heart of my learning, this was my takeaway. We can have plaques and posters, hashtags and bumper stickets.

Public Pedagogy is just a big word for “talking to people” and talking to people is an excellent and sustainable way of influencing ongoing actionfor social justice in education.

How I Was Raised Informs How I Show Up
At the All Members Meeting at our local on June 4th, President Mastin reminded us that the complexities of communities is a key factor.  We know this based on how our working conditions are impacted by the needs and strengths of the communities whose children are in our classrooms.
  • Some children have less.
  • Some children need more.
A gift card of 750/- does not make this reality go away.
  • I know about social class from living in a monochromatic demographic in all the cities I’ve lived in and travelled to in India. So I know what I’m talking about.
  • This knowing comes from being taught to notice and name. It comes from being invited to feel the discomfort of observing social inequities.
  • It mainly and above all comes from being raised by parents who reminded me: “Rashmee, look around you. What do you see and who has less than you do? What can you do to change this?”

A Sunny Breezy Saturday Morning

So here’s what happened this Saturday morning.

A neighbour is getting some work done in their backyard and the contractor pulled in to the street. I don’t usually see them as I’m at work long before this time.
Is That Your Sign?
A rectangular purple and maroon sign with the words "Together For Publicly Funded Education" written in white capitalized font. Names and logos of Ontario's publicly funded unions are on the white border at the bottom.
Lawn Sign That I Picked Up at Our Local’s All Members’ Meeting.
The gentleman pointed to this sign and asked what’s now the subheading above.
“Yes”, I replied.
“That’s very important to speak about and stand up for”, he commended.
I moved the conversation further, or what’s a weekend for? (A little Robert Browning inspiration there).
“Do you see here”, I asked… “It’s all the unions who represent who work in publicly funded in education.”
“Oh, I didn’t know that”, he responded. “My wife is a retired teacher. All of us need to talk about this.”
Deepening The Dialogue
Then I offered, “Would you like a lawn sign? I have some in my car”
“Let me check at home. I’ll knock on your door if I’d like one”, he said.
“I’m at work on Monday. I’ll leave one for you on the porch before I leave.” I offered.
I also mentioned that I also have a button if that’s preferred.
Theory to Action
My public pedagogy course was in 2011.  It is the doing of it that matters in the everyday work.
Whether with an ETFO YR banner at the Markham Cricket Academy ground thanks to the initiative that came to fruition through our Political Action Committee, or this conversation as I was outside, I continue to convert the theory into action and I am inviting you to join me.
Why Should I Care?
… people may ask us if you like me, walk through your spaces wearing your red shirt on weekends.
This Is What I say
  1. I understand your question.
  2. My children aren’t in school anymore.
  3. Not everyone in our communities is a parent.
  4. But we all know children, we know of children.

I say this because James Baldwin reminds us of this:

“The children are always ours, every single one of them, all over the globe; and I am beginning to suspect that whoever is incapable of recognizing this may be incapable of morality.”

Walk With Me, Fellow Traveller
Take one small step with me.
Talk to just one person.
Then one more.
Then one more.
Because…
Talking to people matters.
Making this work a human connection matters.
Reaching out with a “would you like a button” matters.
Publicly funded matters because children matter, families matter, educators matter.
The political is personal.
With You, In Solidarity.
Rashmee Karnad-Jani

Supporting Special Education Needs: Part 3

Special Education Needs In The Regular Classroom – Supporting Students with Autism Spectrum Disorder

Hello Fellow Travellers,

This conversation builds on previous ones that colleagues have had through ETFO and ones that I have also engaged in with you. I am going to share what stands out for me in the resource highlighted below

:

Beginning with the front matter, the following aspects are important signposts.

The Equity Statement reminds members of the goal of the Elementary Teachers’ Federation of Ontario which is “to work with others to create schools, communities, and a society free from all forms of individual and systemic discrimination” (p. 2).  These system partners would be families, educators, paraprofessionals, external service providers etc.

Page 4 highlights the importance of Universal Design for Learning by emphasizing that while this resource supports the inclusion of students with autism spectrum disorder in the regular classroom, the information and tools highlighted here are useful for all students.  The strategies and practices we apply from this resource are geared towards supporting all students.

That said, if some students need individualized support, educators can reach out to families, to Special Education Resource Teachers, centrally assigned instructional coaches, consultants etc.

I always find that when I ask families which strategies work for them at home and in social spaces, this strengthens my practice, wherever it is possible to adapt these strategies to a classroom environment.

The section on Autism Culture and Community highlights some key aspects as below:

The Resource Says This Some Considerations
Use of the term autism, as we know it, began in 1943 (it had been associated with schizophrenia prior to this, starting in 1911). A lot has changed since then. The results of research, clinical work, educational policies, and listening to the voices of the autistic community have helped educators learn more about autism.  As all families and communities in Ontario may not have had access to the professional learning that educators have received, they may be at a different point in their understanding around autism.

It is therefore important to see these differences as opportunities to strengthen  community engagement with Autism Ontario’s local chapters and school board resources in multilingual and culturally responsive ways.

Different is not deficient. Different is different.

The current shift toward identity-first language is being led by the autism community itself due to its affirming quality and alignment with validating an individual’s identity and sense of self.

Referring to a person as autistic, then, is a gesture of acceptance and recognition that the identity has value. When in doubt and when possible, ask the person with autism how they would like to be described.

Given their age and trajectories, students may not yet be able to determine how they would like to be described.

Also, families and students who have been caught in intersectional oppressions may see these well intentioned attempts at naming and questions about how the naming should be, as one more layer of being marginalized based on their experiences before or their apprehensions of what can happen.

Going by Universal Design for Learning, if good for all practices are implemented, then all students will benefit.

Many autistic people prefer the terms “high or low support needs” to “high or low functioning,” as the latter implies underlying judgment about an individual’s capacity and potential. Here, it is important to pay attention to the fact that when we say high and low support needs, it is also important to embed instructional approaches into our daily practice that provides opportunities for the student to achieve their fullest potential.

What does that look like during integration into other subject areas?

 What does member to member professional collaboration need to look like for student outcomes to be equitable and for ongoing growth and independence?

Severity Assessment of Autism Spectrum Disorder

In my school district when we, as centrally assigned consultants present professional learning, we address this matter in this way:

Although diagnostic documents state that a student is at a Level 3, 2 or 1, students’ strengths, independence and need for support can be fluid from day to day also and can change over time.  So a student who is deemed Level 1 may need more support than what their diagnosis indicates if they are in an unstructured setting such as an annual athletic event on a field trip or if they are experiencing a change in their home or school environment with a parent being away on a trip or an educator or preferred adult at school is away for the week.

Human systems are fluid as are our students’ needs.

This is important to note because otherwise the paperwork can flatten and overshadow the student and their humanity.

Access Is Important 

At some of the schools with whom I am partnered, members have printed a copy of this resource for their work room. Easy access means that they can refer to this resource to support instructional planning, to guide professional conversations within educator teams, as well as for reference during In School Team Meetings or School Support Meetings etc.

Consider printing out this quote so that even when you are away, other educators who work with your students can take up your equitable outcomes mindset with them.

Read Part 1 of this blog here

Read Part 2 of this blog here.

Note: This resource is available at ShopETFO and also digitally on the ETFO member site. Click here.

In Conclusion

ETFO Voice articles and other documents explain that  “Professional judgement is defined, in part, as “judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning.”

These resources will continue to strengthen members’ Professional Judgement so that all students can experience positive opportunities for learning and well-being from year-to-year irrespective of their socio-economic status and the advocacy skills of their parents and caregivers.

With You, In Solidarity

Rashmee Karnad-Jani

High Interest Topics for June: FIFA World Cup and More

Maintaining learning momentum in June can be challenging as students are distracted by summer weather and social activities. Here are some resources and suggestions that might help deepen learning in these high interest topics.

FIFA World Cup

A photograph of a school soccer field is shown with about 20 small children running toward the net in the distance. The grass is lush and green, the sky is blue.

2026 is unique for Canada as a it’s our first time as a host nation for the world’s most popular game: football/soccer. Toronto hosts team Canada playing Bosnia and Herzegovina on June 12. This tournament turns billions of eyes to Ontario’s capital city. We can use that momentum as a learning opportunity. We can research the teams, players, stadiums, mascots, and rules of the game. We can create art, host our own tournaments and use some of the resources online including free booklets created by Soccer Canada and/or the City of Toronto.  To deepen student learning look into the impacts the FIFA World Cup has on the economy, the environment and our society. Older students can hold a debate and practice speaking and presentation skills. Younger students will be curious about the mascots and what they represent. This is an ideal time to review world geography and get to know more about other parts of the world. Soccer is a beautiful game because it is so accessible world wide. Introducing key players and learning how they got to this level of play can be inspiring to our students as they learn that hard work and practice can bring success. These qualities apply in all types of jobs and athletes can give students a boost to set goals for the future.

A photograph showing two children with short brown hair looking down at the ground as one student is dumping a bucket of mulch around a plant.
Spreading Mulch

Outdoor Education

As the natural world bursts into bloom, the month of June is an excellent time to get outside and observe all kinds of plants and critters. Asking key questions to get students thinking can help direct or outdoor education experiences in your area. For example:

*what is happening in your local streams, rivers and lakes?

*when you observe insects or other animals, what stage of their life cycle are they in?

*what interconnections can be observed between plants and animals?

*how are humans impacting habitats in your area?

*what actions are needed to support ecological diversity?

These types of observations can be made in our schoolyards or neighbourhoods. No need to travel far. We get our clip boards and/or cameras and document our thoughts.

 

A photograph of a sunset reflecting on a tree-lined lake with two canoes resting on the shore in the foreground.
Quetico Provincial Park

Safety Outdoors: Water, Camping, Trampolines and Bicycles

The summer gives us incredible opportunities in Ontario for all kinds of fun outdoor activities. Unfortunately every year there are accidents. Preparing students with lessons about safety is a direct link to the Health curriculum and students will enjoy sharing their safety knowledge. I like to divide students into groups and assign each group a topic. They prepare a skit or presentation to teach safety lessons on these topics. Some of the obvious topics are water, campfires, trampolines and bicycles but you may have other risks in your area. For example some students may navigate public transit independently while others may ride a dirt bike. These are high interest topics with deep thinking and minimal resources required. Stay safe everyone!

A small stone building with a sign saying "Haliburton County Library Stanhope Branch". Green grass in the foreground and a bright blue sky.

Supporting Public Library Programs

We can reach out to our local public library for a free visit. In my case we’ve had visits from the library to promote summer programs and encourage reading. Students have been given the opportunity to sign up for a library card which gives access to online resources as well as the library collection. We have also taken a walk or bus ride to the library for programming at the nearest branch. Either way this is an excellent time to connect students to this valuable resource in our communities.

I wish you a beautiful month of June full of wonderful learning opportunities.

Brenda

Creating a Classroom Library

In this collage are six photos. Each photo includes several children's books with colourful covers and spines.For some students our classroom libraries provide the most frequent access to books. I would like to share thoughts on creating a collection of books that students will love. My experience comes from working as a teacher-librarian but the ideas apply in a classroom. Let’s imagine you have been given a budget to build a class library. Where do you start?

Know your Class

We have to cater to the age and stage of our students. That said, there is likely a large range of reading abilities and interests in every class. I propose that we prepare our classroom libraries balancing student interest, curriculum topics, quality, diversity and reading levels. You don’t need to have the largest quantity of books, but the right books for your readers. The books in your classroom can be a window to the world for your students so it’s important we consider diverse viewpoints to build a collection that reflects values such as empathy and acceptance.

Keep a Wish List

It’s helpful to have a list prepared of books you and your students want for your classroom library. We need to be prepared for those occasions when someone asks what the classroom needs. All the publishing companies and book stores send out newsletters with ideas of new books you might like and there are bloggers who will give reviews to help you narrow down your choices.

 Popular Picture Books

One strategy is to look for series, authors, or titles that have been best sellers for a while. For example many Robert Munsch titles are well loved and suit a primary classroom. Munch’s characters are diverse and the stories are often very humorous. The settings are across Canada and some even touch on curriculum topics. These books check a lot of boxes and are a great addition to a classroom library. In kindergarten and early primary classes I find Elephant and Piggie by Mo Willems is a huge hit as well.

Another approach is to collect picture books by theme. Examples of themes include alphabet/counting, character traits, holidays, cultural topics, seasons, and books you can sing.  I have so much fun when I get to sing a book!

Graphic Novels

The most popular section of my library is the graphic novels. They are highly appealing with fast-paced storytelling which keeps our readers engaged. My personal favourites are Babymouse, Dogman, Bone, and anything by Raina Telgemeir. My students also love Chi, Warrior Cats, and all the superheroes, including Teenage Mutant Ninja Turtles. Comic strips in book form such as Calvin & Hobbes and Garfield are appealing to older elementary students. Graphic novels released with movie tie-in often have a limited time that they are popular. Buyer beware!

Novels

I love to see a student immersed in a novel. It’s so satisfying when you have them come back saying they enjoyed a book you recommended. The best thing we can do is to read the books and do the research to know what we are recommending. If you can catch them before seeing the movies, then I always recommend grade 6-8 students read The Hunger Games series. Those books had me completely engaged! Often students at this age are doing research themselves about books, so it’s very important to have their input as you build your collection.

Non-Fiction

There are several non-fiction topics that students at my school constantly ask for: pets, sports, animals, and cars. The most popular book in non-fiction is The Guiness Book of World Records. I also encounter students with common niche interests such as The Titanic, WWII, or biographies of actors and singers.

Screens vs Books

I believe the classroom library is a great investment in student learning. There is definitely a place for reading using technology but the hard copies of books are still an important part of our society.

I think I could expand much more on each of these topics but I hope you find this overview helpful.

Keep on Reading!

Brenda

The Little Library

My mom has always loved books; over the years she has acquired too many to count. So when she moved to a retirement home this spring, and I went to her apartment to begin packing up her things, those books were one of the first things my gaze fell upon. There wouldn’t be room for them at her new home, and she knew she had to give them away. Find a good place for them, was all she said. But there were shelves and shelves, and I didn’t know how I could possibly pack them all up and haul them away in heavy boxes, or where I would take them.

​And then I remembered the Little Library.

​There is one right outside her apartment. Standing on a single pole, it looks like an oversized birdhouse, its wood painted dark blue. Two glass-paned doors open to reveal three shelves, on which community members are invited to “take a book, share a book”.

​To be honest, I have never left anything in it before. They always catch my eye though, these wonderful little giving spots that pop up in neighbourhoods all over the city. And whenever I pass them I can’t help but wonder what’s inside.

​So when I was looking at the rows of mom’s books in her too-quiet apartment, I thought, why not put some in the little library?

​I took about 10 books down on the first run, in a bag slung over my shoulder. When I got down there I found one door slightly ajar, moving with the breeze and softly tapping against the frame. I opened both doors and peeked inside. There were a few titles there … a cookbook, a novel and, delightfully, a cartoon-character festooned children’s book in Mandarin.

​I placed my books on the shelf, then lugged the rest of my bags to the car, and drove off to deliver them to my mother.

When I returned a few hours later for a second round of packing I stole a glance inside the little library as I walked by. Someone had taken the Mandarin reader, and a few of my mom’s books from on top. I felt a little of rush of excitement. I wondered who had taken them, and how great it was that people could find a little unexpected gift like that on their way home.

​This time when I came back down from her apartment, I had a full pull-cart of books to add. I lined them up on the shelves, moving taller ones to the top, and smaller ones to the bottom, until they all fit into colourful rows. Cramming the last book in, I stood back and admired my work. Every inch of space was taken. The titles looked back at me invitingly, a jumble of genres and subjects, everything from how to make soap, to yoga guides, to mystery novels, and even Mr. Spock’s autobiography. Satisfied, I started to close the doors but stopped when I heard a happy voice behind me.

​“I have some too!”

​A woman holding a bagful of books walked up, and I instantly regretted bringing those last ones down. “I’m sorry,” I said, “I think I took the last of the space.”

​She smiled and started piling her books horizontally across the tops of the others.

​“Oh it’s ok, that’s great,” she replied. “I just went to a book exchange last month, and I’ve been meaning to bring the ones I read.” She shook out her bag. “It’s been empty every time I’ve gone by lately, so I’m glad I remembered today.”

We chatted for only a few moments, but there was unmistakable kid-like energy in our exchange. You’d think we had just dumped out our Halloween candy to see what treasures had come our way.

​“It’s the best thing ever,” she said.

​“It is the best thing ever,” I agreed.

​This ritual has continued for weeks … me going over to mom’s to pack, and ending my evening with a trip down to the little library. Each time I see new people, from all walks of life. Once it was a man in a business suit, coming up as I loaded the day’s tomes with a friendly, “What have we got today?” Another time it was a university student, stopping on her walk to scan the titles. One time I pulled up to find a teenager with a skateboard under his arm looking at what was there. And ever since I saw that little Mandarin book, I’ve taken to bringing some of my kids’ old picture books, to make sure little readers might find something that delights them too.

​There is a beauty about this spot. Where anyone might find joy and learning in a book. It’s not dependent on how much money you have, there’s no expectation of payment. No improved access if you have more connections or resources than someone else. It’s just there, for everyone.

​And so I happily continued on this way, and my mother’s shelves grew bare as the little library’s grew full. And finally, there came a day when I carried the last of the books down and laid them on the shelf, for whoever would come to get them. ​

​We hit a patch of rainy weather around that time. Not many people were out and about like before. Sometimes when I drove by, there were a couple of books, but mostly it looked empty. I felt a little sad that I had no more to give.

​Of course, very similar thoughts have been on my mind lately, with a year of uncertainty and advocacy approaching. Like that little library, our schools should be joyful places, with full access to learning and resources for everyone, and yet they too grow increasingly empty.  Funding for special classes and support staff to meet the needs of all exceptional learners … funding for psychoeducational assessments that determine rich and diverse learning needs, increasingly available only to families who are able to pay for them privately … funding for Multilingual Language Learners … books, supplies, resources … reading intervention groups …

​In the face of never-ending cuts and reductions, advocating for the supports students need is a most daunting task. But I have hope. Teachers are a tough bunch, and I am looking forward to seeing all we can accomplish together.

​And by the way, I did find out who took those first books of mom’s. The other day, on one of my last packing trips and during the first warm days of the season, I saw a couple standing in front of the little library. They were returning some books to the shelves, and one of them looked very familiar. It was mom’s novel, the bright colour and slightly bent corner giving it away. They returned the gift for someone else to read, and more. The shelves were full.

​Like the community members so invested in the little library, caring for it and bringing it back to life when it seemed all but forgotten, we too will do our best for our students. And I know that one day, our shelves will be full again too.

Considerations for Ongoing Communication

As we know, communicating with families is a key component to student success. When we take the time to build that home to school connection in the beginning of the year, students are better supported in their educational experiences. When families and caregivers understand the learning, they can reinforce classroom lessons at home, feel more connected to their child’s learning journey, and help foster a genuine love for learning.

Some considerations

  • Clear: Be specific and actionable; offer concrete examples in plain language of what a student is doing well and where they need support
  • Accessible: Consider families’ preferred language and method of communication (e.g., email, phone call, notes)
  • Ongoing: Monthly newsletters, biweekly emails, calendars.. however you decide to share progress, make sure to not do it just during assessment periods or when a concern arises
  • Timely: Allows for communication to be responsive and continuous throughout the year

Some strategies:

  • Welcome letters in the beginning of the year
  • Asking families for their preferred method of communication
  • Connecting with families with positive news more often (i.e. “sunshine messages”)

We each use our professional judgment to determine how and when communication takes place. Here is another article for your own reflections ETFO Voice: Connecting with Parents

What to Consider when Making Translanguaging Part of your Teaching Practice: Reframing Translanguaging (Part 2)

In the first part of this blog, we discussed some of the main concerns educators have with translanguaging: over-reliance of digital translation tools, the slowing of English acquisition skills, and families wanting their child to focus only on learning English. These concerns are justifiably good reasons to think critically about translanguaging, and what we can do to implement it purposefully in schools.

Let’s start by remembering why translanguaging is important effective in the first place. First of all, translanguaging is part of any culturally responsive teaching practice. When we encourage the use of home languages in the classroom, we send the message that the school values all the cultural funds of knowledge newcomers students bring to Ontario, while also encouraging students to bring their “whole”, authentic selves into the learning.

Translanguaging also helps educators to better understand the oral language and literacy skills newcomer students bring to the classroom. For example, if we notice a newcomer student can read, write and communicate extensively in another language, we can tell that they have already learned foundational language skills and perhaps even more sophisticated writing skills. As they they learn English, they will continue using these skills with a new language.

Finally, translanguaging provides a way for students, when they have literacy skills in the home language, to have comprehensible input in schools. For example, they can use their home language to read and explore the same content as their peers, they can express their ideas and learning in writing (teacher would use the translation device to assess their work), and have more opportunities to collaborate and socialize with others that know the same language.

Now, let’s look at some tips for using translanguaging in the classroom so we can address some of the major concerns with its practice head on.

Avoiding Over-Reliance on Translation Tools

We can encourage a culture of translanguaging while also avoiding over-reliance on tools like Google Translate by being clear on what our language output goals are for the newcomer MLLs we are teaching. The Steps to English Proficiency (STEP) continua is critical here: knowing the student’s STEP will help us to understand what we can expect for students at different points of their language learning. For example, a student who is approaching STEP 1 and is in the intermediate grades could have the language output goal of writing sentences using prompts and sentence frames, or responding through short phrases and gestures.

The same goes for setting input goals. It would be unreasonable to expect a student in grade 8 who is approaching STEP 1 read a grade-level appropriate text on the topic of Canadian Confederation. The level of academic language in English would likely be too complex for them to decode without sufficient time to develop a foundation for English comprehension. If the student has strong literacy skills in their home language, a digital translation tool would be a great way to enable them to access the content. Or, if we want to provide the student with an opportunity to learn the content in English, we might use an adapted, visually supported text for them to understand some of the core concepts in that lesson.

Generally speaking, students in the earliest STEPs would use translation tools most, and we gradually lower the use of those tools as students continue to build their oral foundation in English. At the same time, it is important that we encourage students to engage in their learning in English so they are practicing the skills to progress on the STEP continua, scaffolding as needed to support their growth.

Using Translanguaging as a Tool to Support Target Language Acquisition

This brings us right to our next point, which is understanding how translanguaging can actually support English language learning. When students can use another language, they already have developed an understanding of the connections between sounds and meaning, and structures for communicating ideas and information. Encouraging students to make connections between their home language and English means that they can transfer their existing knowledge over to an entirely new system of speaking, decoding, and encoding.

This means encouraging students to create their own language glossaries/dictionaries, to use languages interchangeably when writing notes or listening to English discussion, or writing short texts in their home language and seeing how those ideas look in English. Dual language texts, access to subtitles during videos, or having a same-language speaking peer (with higher levels of English language proficiency) to work with are just a few simple ways students can use their home language to build their English comprehension skills.

Responding to Families about using Home Languages in School

Translanguaging may be a teaching concept families are unfamiliar with, and it is important to address the concerns they may have about their child speaking their home language in schools. This can be particularly concerning for families that live in communities where they are surrounded by others that speak the same language: the time their child spends learning English in school is valuable.

One way to explain the importance of translanguaging to families is to explain that the Ontario curriculum approaches English learning from an additive perspective: schools want MLLs to learn additional languages without losing their home language. It is undoubtedly advantageous for Canadians to be multilingual in a global economy, and when we encourage the use of home languages in specific contexts (ex. Social situations) we support the additive approach.

It’s also important for families to know that translanguaging can enable their child’s thinking to be visible, especially in the early STEPs of English acquisition. You can share that translanguaging is used in curricular contexts as a scaffold until students increase their proficiency in English.

Intentional Translanguaging

Translanguaging has raised its share of criticism, and it is important that we use those concerns to develop a more intentional and purposeful practice that supports multilingualism and increased proficiency in English.

Interested in learning more? Check out ETFO’s resources for teaching Multilingual Language Learners!

What to Consider when Making Translanguaging Part of your Teaching Practice: Educator Concerns (Part 1)

Translanguaging is a practice that can be absolutely critical for newcomer multilingual language learners (MLLs) in the emergent steps of English language acquisition. By being able to use their existing repertoire of first language and literacy skills through the use of translation tools, MLLs can access grade level curriculum and communicate with their peers and teachers quickly and easily.

What is translanguaging? Simply put, it is when educators enable students to use the full range of their linguistic skills to engage in their learning, whether it is using a tool like Google translate to read content in Science or using a voice to text tool to communicate their ideas from Farsi to English. Translanguaging also supports a culturally responsive practice that honours the cultural funds of knowledge of students.

And while the advancement of digital tools to translate text, voice, and other media content has made translanguaging easier than ever, translanguaging as a practice has come under criticism and scrutiny from educators. Let’s first explore some of therein concerns educators have voiced against this practice. In the second part of this article, we will look at some guiding considerations educators can make to support a more intentional translanguaging practice.

What Issues and Concerns do Educators have with Translanguaging?

Concern #1 – Translanguaging Results in Over-Reliance on Translation Tools

As an educator that has worked primarily with students in the junior and intermediate grades, I have noticed that the portrait of an MLL can be quite different from those in the younger grades. For example, older MLLs are more likely to have attended school for years in another language, and have developed a solid foundation of communication and literacy skills in that language, while younger MLLs are still learning foundational literacy skills alongside their non-MLL peers. Older MLLs also experience different social anxieties than their younger counterparts: a fear of embarrassing oneself when speaking English, a reluctance to embrace a new language and culture, or a preference to stay close to same-language speaking peers.

In this context, it is perhaps unsurprising when junior and intermediate educators raise the concern that MLLs are “overusing” translation tools in school. Rather than taking risks to communicate English from the necessity of having no other option, students may over-rely on translation tools to produce assignments and engage in their learning.

Concern #2 – Translanguaging Limits and Slows the Growth of English Language Skills

In a province as culturally diverse as Ontario, it is not uncommon for students to speak another language in their home and community even more than they use English. School may even be where they learn and practice English the most in their daily lives, and even then they may often use another language to socialize (which they should if they are fortunate enough to have same-language speaking peers to connect with).

From this perspective, educators often raise the concern that translanguaging limits the opportunity students have to learn and practice English in their daily lives. Without those crucial opportunities to practice English in an authentic setting, it may take longer for those students to show growth in their English language skills.

Concern #3 – MLL Families Want their Child to Learn English, and not to Use Translation tools or speak in their Home Language

I often hear from educators that families express a clear preference for their child not to use translation tools, because they want their kids to learn English. Many parents and guardians will even emphasize that this is one of the reasons they chose Canada as a place to live. This often leaves educators wondering how they can reconcile the use of translanguaging with the family’s interests.

Re-Framing Translanguaging

When we examine the concerns that educators have with translanguaging, it raises the importance of revisiting how we use this practice in the classroom. How much translanguaging is too much? How long do we support students in using translation tools in school? When is an intervention needed?

In the next article, we will explore the ways in which we can reframe our thinking about translanguaging so it can be leveraged as a culturally responsive strategy to boost engagement and support cognitive growth without limiting the growth and acquisition of English.

Finding Joy

In our house we’ve recently started watching the show “Abbott Elementary”.  If you’ve never viewed it before, it’s a great modern take on what it’s like to teach in a school.  This satirical comedy is set in Philadelphia and follows the staff members as they approach challenging situations with joy and determination to do their best for the children.  

One of the characters, Geoffrey, is always known for being stoic and reserved.  He takes teaching and learning very seriously; also expecting the children to do the same.  In one episode, a guest musician is hosting a presentation in the school gym.  As the viewer can see, all the other students are laughing and singing and dancing.  However, Geoffrey’s class is following his lead by standing still with arms folded – very serious!  As the teacher looks around and notices the difference between his class and the others, something clicks.  He starts to dance with some fun moves.  And as he starts to dance, so do the kids.  Soon enough, the whole class is looking like it’s having fun at the assembly. 

Educators are often so propelled by competing priorities – paperwork, planning, marking, the newest seating plan, finding resources, etc. These are all important and vital to ensuring that this hard work of educating young minds is centred.  Teaching is the crux of our work, after all.  

At times in my career, I felt a little like Geoffrey.  Focused on making sure the lesson was perfect and that I was well prepared, worksheets photocopied, tests with the right questions. I was focused hard on building my own teaching knowledge, theories about what education should be like, and creating routines that I felt best supported student learning. 

But something felt missing without humanizing myself, staff, families, and students.  My fondest recollections of school are the ones where I felt the most joy.  The moments of learning, yes, but also moments of shared laughter and memories being built together. I remembered what it was like to sing silly songs in music class, to have those shared jokes together, to get to know one another and build a community. Finding joy every day that we spend together is important, too. 

What does that space look like, sound like, and feel like?  It looks like everyone is able to work to their greatest potential at that moment; it looks like smiling faces and silly dance moves.  It sounds like students reading confidently and engaging in discussion; it also sounds like laughter and shared stories about our weekends.  It feels like achievement and success; however, it also feels joyful and fun and accepting – and a little something like home.

Pebbles In My Pocket

I grew up by the seaside, in 2 beautiful cities on the West Coast of India.

I am telling you this because I think this spatial-geographical context is important to our conversation today. I am always soothed by the sound of waves, and I like to pick up shells and pebbles. 

Although these days one can buy anything with the click of a button, the pebbles I have carried with me from place to place are my constant companions. 

I take care of the pebbles. The pebbles take care of me.

I sometimes gift a pebble to a friend or colleague so you may already know this story.

An index finger of a right hand pointing to Mumbai on the West Coast of India. The arm is in a black sleeve on which there is a silver bracelet.
My Roots in Mumbai and Goa on the West Coast of India

 

Being Seen and Remembered

At one of the schools I am partnered with, I was outside at recess, and some students came up to me. One of them said “I know you from somewhere a long time ago.” I smiled inwardly as educators tend to do while listening intently: a 12-year-old perhaps does have a long-ago sense of life. I welcomed that sentiment.

Then he asked me, “Did you used to carry pebbles in your pocket?”  His friends shifted uncomfortably, some chuckled at the question as it seemed odd to them perhaps. 

“Yes, I did.” I said, “I still do.”

And I held out my hand in which were pebbles, some glass ones – bought, and some collected.

Three natural and 3 glass pebbles in the open palm of a left hand. The person is wearing a silver ring in the shape of a lotus.
Natural and Glass Pebbles From My Pocket

“I knew it was you!” the student said, though he didn’t remember my name.  I am okay with that.

I remembered then, that when I was at another school supporting Kindergarten to Grade 4, students had heard of the pebbles and when we would be outside at recess, some would come by to explore the contents of my pockets.

The Pebbles Have a Job

I carry the pebbles for two reasons.

  1.     When I am in busy spaces such as grocery stores or in a bustling hallway, I reach into my pocket and the smooth, cold, pebbles ground me.
  2.     When I am with students in unstructured times, on a field trip or at recess supervision, the pebbles are a great conversation starter when accompanied with “look what I found the other day,” even if that other day was decades away.

Benefits of Pebbles in My Pocket

  • Students connect with these little pieces of nature’s wonder or coloured glass (which I keep in my hand the whole time –so there is no mouthing of unsafe items).
  •  Literacy connections with pebbles are many: the describing words flow – smooth, bumpy, big, small, cold etc.
  • Some students are adventurous and have more words in their vocabulary – I have been informed that one rock “has capillaries and looks like a kidney shaped eyeball”. 
  • It is lovely that they wait for my reaction at such times. Imagination is wonderful especially when the adult isn’t squeamish!

Self-Regulation, Co-Regulation and Troublemakers

I delight in reading the work of others who share their thoughts in this space. My ardent wish is that someday we can meet in person. Until then, I would like to share the writing of colleagues in this space whose thoughts enter this conversation.

Brenda MacNaughton’s writing  in 2025, invites the reader to think about the circumstances in which our students’ and families’ lives unfold everyday and calls us to consider what you and I need to consciously do when we engage with people in front of us.  

This got me thinking: How might I demonstrate and open up space for students when they are in my sphere of influence so that their burdens become lighter for some time? What do I need to do to reach out to social and community based support provided by the school district for the family to receive support while they deal with the ups and downs?

Preeti Deokharan recently wrote and this is exciting because this book is also referenced in the ETFO resource Special Education Needs In The Regular Classroom: Supporting Students with Behaviour Needs. Here, the writer highlights the importance of making small shifts in our approach that will make a difference.

The Pebbles Aren’t Just Pebbles.

  • They are a reminder of my humanity and what makes me who I am.
  •  They are also reminders that I can take care of myself in times when I feel wobbly.
  • Above all, they are a time to pause and be grateful for the tiny gifts of our workday. I continue to feel grateful for the wonder that children give me daily. This ability to see life as I did when I was a child is returned to me daily by the young people who use their imagination in miraculous ways to make sense of the world around them.
  • This realization gives me hope that the work you and I do is much more than pouring water on sand, especially on days when it feels like just that.

With You, In Solidarity,

Rashmee Karnad-Jani