How does translanguaging pedagogy work with 27 students, 8 home languages, and 1 monolingual teacher?

“Eight home languages. Twenty-seven students. Twenty-seven levels of English language development, home language literacy, and content knowledge. One room. One teacher. This is the reality of Andrew Brown’s 5th-grade class.” So begins the article co-authored by Mr. Brown and his researcher friend Heather Woodley after doing professional development with Ofelia García in New York. ThisContinue reading “How does translanguaging pedagogy work with 27 students, 8 home languages, and 1 monolingual teacher?”

How do we know translanguaging benefits language acquisition?

Though the socioemotional and critical pedagogy aspects of translanguaging have often been researched, what remains under-researched is the extent to which translanguaging benefits language development. This is not the kind of question that can simply be researched through pre-tests and post-tests. Using painstaking analysis of transcripts of student-centred interaction as her main data source, VinitiContinue reading “How do we know translanguaging benefits language acquisition?”