Why Multilingual Learners Aren’t Just the EAL Department’s Responsibility
Why multilingual learners become the EAL team’s responsibility A multilingual learner is struggling with a science text. The classroom teacher notices. Someone says: “Can EAL…
Tag: classroom practice
UDL for Multilingual Learners: Linguistic Variability Is Learner Variability
Universal Design for Learning asks us to anticipate learner variability rather than wait for students to struggle and then add support. But in multilingual schools,…
Does Translanguaging Slow Down English Development?
Rethinking English exposure, multilingual learning, and what success should look like Questions about translanguaging and English development often begin with a simple concern: if students…
Translanguaging Strategies for the Classroom: Using Students’ Full Linguistic Repertoires Purposefully
Translanguaging Strategies for the Classroom: Using Students’ Full Linguistic Repertoires Purposefully If you search for translanguaging strategies, you’ll find plenty of suggestions: Let students discuss…
Translanguaging Course for Teachers: Practical Strategies
Practical Strategies for Multilingual Classrooms If you teach multilingual learners, you may already know that their languages are an asset. The harder question is usually:…
Translanguaging vs. Translation: What’s the Difference?
One of the most common misunderstandings I hear about translanguaging is that it basically means translation. Let students translate the worksheet. Let them look up…
3 Practical Translanguaging Examples for the Classroom
A lot of people think that translanguaging in the classroom must be complicated. It isn’t. At least, not necessarily. A lot of the time, it…
Common Myths About Translanguaging in International Schools
International schools are multilingual places. Obviously. Walk through the hallway of almost any international school, and you’ll hear students switching between languages with friends. They…