International schools are often filled with students from every corner of the globe. With students speaking so many languages, usually only one language is used as the primary language of instruction. Language is a complex issue in international school environments.
Although international schools are multilingual environments due to the diverse international student bodies, many become monolinguistic because of the strong focus on English instruction and English proficiency.
Translanguaging involves allowing students to flexibly use their languages for a communicative (Garcia, 2009) or academic purpose. Translanguaging uses the children’s’ full language repertoire, using all of the student’s language capabilities as an integrated communication system. Translanguaging does away with language hierarchies and gives power back to the language speakers, and turns language into a whole system instead of separating languages for communication.
All bilingual communities translanguage. It is the norm for speakers of multiple languages, but how can we make it the norm in a school environment? Can international schools allow students to communicate in various languages instead of solely promoting a monolinguistic learning environment?
At the Western International School of Shanghai (WISS), an international school in Shanghai, China, with an incredibly diverse international student body representing around 50 nationalities speaking over 30 languages amongst them, the idea of translanguaging is embraced.
“At WISS, we value the home language within the language acquisition process. Many people still believe that it is beneficial to use English only. Many years ago, it was thought that complete immersion in the educational target language was beneficial to improve language acquisition. This is simply not true. Today, global educational research into language acquisition and education highlights the importance and benefits of home language use to enhance both acquisition of the emergent language and a child’s conceptual understanding,” explains Lisa Ellery, Primary Years Principal at WISS.
A multi-language school environment encourages students to speak their home language, the host country’s native language, and foreign languages taught at school. This approach teaches students that all languages have great value and that being able to communicate in multiple languages is a gift. International schools can promote language awareness while still ensuring students are proficient in the language of instruction.
Learners’ languages can be supported through translanguaging strategies. By supporting and promoting translanguaging, teachers can help students make meaning, access content, and promote cognitive growth. Translanguaging activates prior knowledge embedded in a different language while affirming cultural identity.
Teachers can intentionally integrate translanguaging strategies into their planning by asking themselves, “what are the languages and background needs of my students?” and make a conscious effort to make content easily accessible and understandable to all students, regardless of their home language.
Nigel Pritchard, Grade 1 EAL Teacher at WISS, is a big believer in translanguaging. “We promote translanguaging as an essential and integral part of classroom practice in an international school. We understand that all children come with a wealth of knowledge and experiences regardless of their English level. We strive to provide the students with the validation to use their languages as a resource for learning and the opportunities to do so,” shared Pritchard.
Besides integrating translanguaging into planning and classroom content, teachers can build a culture of translanguaging in their classroom environment. There are boundless opportunities every day to create an active translanguaging classroom. Making languages visible in the learning environment through class routines, labels, signs, transitions, and interactions will encourage and foster these moments.
“It can be seen every day in every classroom. Students work in the same language groups to discuss questions and inquiries. Students can use translation tools or ask a peer or teacher in their first language if they do not understand English. When writing in English, students can write specific words they do not know in their first language and translate later. Students could write in their first language first (to get greater content) and then adapt to English later. I particularly enjoy seeing students using their languages as a resource naturally without teacher prompting. For example, moving freely between Chinese and English as they discuss their work with their peers,” Pritchard explained when asked about translanguaging strategies.
Training teachers in translanguaging strategies is a great way to promote and support translanguaging in international schools. At the Western International School of Shanghai, as part of translanguaging pedagogy, all PYP staff have received in-house professional development in translanguaging the past two years.
“Languages are not separated within an emerging bilingual or fully multilingual brain. Home language and culture are such an important part of a child’s cultural and personal identity and, of course, self-esteem. As an international school, this is something we do not want to deny,” said Ellery.
