Author: Hafsah Aminu (edited by Gary Motteram) | Published on 26 February 2024



By the end of this session, teacher educators will be able to comprehend the concept of translanguaging and apply associated practices to enhance language learning in diverse classrooms.

Prompt: Present research findings and case studies that highlight the benefits of translanguaging in language acquisition that would be relevant to your context.

Stage 1: Introduction

  • Start by exploring what the teachers know about monolingualism, bilingualism, multilingualism and translanguaging.
  • Present research findings and case studies that highlight the benefits of translanguaging in language acquisition.
  • Use visual aids and examples to illustrate what translanguaging is and what it is not.
  • Encourage questions and reflections from participants. Ask them about their current multilingual practices in the classroom.

Stage 2: Understanding translanguaging in the classroom

  • Discuss how translanguaging involves the integration and movement between languages in the learning process.
  • Share real-world examples of translanguaging in different educational contexts. Encourage participants to share their experiences as well.
  • Facilitate a brief discussion on the challenges and any misconceptions the participants still have surrounding translanguaging.

Stage 3: Practical applications 

  • Provide examples of effective translanguaging practices in lesson planning and classroom activities. Discuss how teachers can leverage students' diverse linguistic backgrounds to enhance learning. For example, organise cultural celebrations or provide language flexible assessments that allow students to express their understanding in their preferred language(s). This could include allowing students to write essays, create presentations, or answer questions in any language they feel most comfortable with.
  • Explore strategies for incorporating translanguaging in different subject areas and grade levels.
  • Conduct a hands-on activity where participants create lesson plans and teaching aids incorporating translanguaging principles. (E.g. bilingual graphic organisers).

Stage 4: Small group activity 

  • Divide participants into small groups and provide them with scenarios or case studies related to translanguaging
  • Ask each group to brainstorm and discuss how they would implement translanguaging strategies in the given context.
  • Encourage groups to share their ideas and engage in a collaborative discussion.
  • Emphasize the importance of adapting translanguaging to specific classroom dynamics.

Stage 5: Reflection and closing

  • Have participants reflect on the small group activity and share insights gained.
  • Summarise key points discussed throughout the session.
  • Provide additional resources, references, and recommended readings on translanguaging. (See references below)
  • Conclude with a call to action, encouraging participants to experiment with translanguaging in their teaching practices and share their experiences in future sessions.

Task: Ask participants to integrate at least one translanguaging strategy into their upcoming lesson plans and come prepared to discuss their experiences and challenges during the next session.