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.
