Sungae Kim, Purdue University, West Lafayette, Indiana

Considering the high number of ELs in the United States who use two or multiple languages in their home, schools should be able to serve these diversified students’ academic needs, especially literacy development. However, many districts are in shortage of teachers who are able to conduct the lesson in multiple languages for those learning English as a second/additional language although it is not difficult to find ELs who share the same language with other peers in the classroom. Translanguaging approach where ELs are encouraged to incorporate their home language into English learning process may offer some insight on the current teacher shortage issue as well as English learning, especially in writing. The traditional perspective on language practices/learning often resulted in expense of their heritage language (L1) for learning English. However, this monolingual view of language learning has been challenged by many scholars and recently researchers in language education advocate an idea of dynamic and fluid language learning based on multilingual perspective (Pennycook, 2010). Multilingual perspective understands linguistic and cultural differences of ELs as resources to achieve social goals in particular situations. Thus, the practice of going back and forth between languages in their language learning process is considered a natural phenomenon among multilinguals and even a creative way to make sense of the world. Earlier research on the discursive language practices among multilinguals focused heavily on the oral utterance and paid little attention on writing and/or writing-related contexts.

This article briefly introduces the ways of creating the time and space to use both languages in different stages of the writing process and how translanguaging principles successfully contribute to ELs’ cognitively engaging in language learning and even a more just and equitable society.

How to Create the Time and Space for Translanguaging Use in the Writing Activity?

Influenced by the existing theories, the writing classroom can begin with five steps of the general writing process for every writing endeavor. By using the structured writing activity, students will be able to understand what is expected of them in their essay writing assignments. In what follows, I describe the five steps of the writing plan and the ways of incorporating their home language in the writing process; Planning, outlining, drafting, revising, and editing and publishing (see figure 1.).

Step 1. Time to Think Using Both the Heritage Language and Second Language

During the planning stage of the writing process, teachers want to make sure students understand assignment so that they can choose their own topic to write about. Using their home language (L1), ELs will be able to fully comprehend the requirement of the writing assignment. As most of the class in current schools consists of high number of multilinguals, finding peers who share the same language with them wouldn’t be an issue in many classes. Giving them a time and space to talk with other peers in their home language about their topic and assignment helps them understand where/how to start their writing and brainstorm ideas on their own topic. It is important to provide EL students with an opportunity to talk about the topic from their perspective. This shines a positive light on the language regardless of their native language.

Step 2. Time to Research Using Both the Heritage Language and Second Language

Once students understand the requirements of the writing assignment, students are expected to spend time researching the chosen topic to outline their paper. In this stage, students would take two phases; 1) content knowledge in L1 and 2) language knowledge in the second language (L2). First, students would want to explore themselves a variety of resources in L1 until they fully understand the topic and a direction of the research. In-depth understanding about the topic can be benefited from L1 resources. Use of L1 resources can build up the foundation of the content knowledge. Once they have a clear understanding on the topic and necessary resources for their project, students are encouraged to get familiarized with the language use of the topic by another extensive readings of the topic in L2. This time, students are not only expected to grasp content knowledge but also the language use and rhetorical movement of the sources. Basic principle of language learning accompanies with the amount of the language exposure. This principle similarly applies to the writing process of multilinguals. In order to create the text in L2 (English), students would want to find sources that are written in L2 eventually which can contribute to their final product in L2. At the end of these two stages, students are encouraged to use any of languages that they are comfortable with to outline their paper with its three parts; introduction, body, and conclusion.

Step 3. Time to Write Using the Second Language

Students will write about the topic in L2 when drafting their paper. This stage usually means that they are in progress with your writing. Their paper would roughly consist of a topic sentence and supporting sentences and/or examples in its three parts in a complete manner using L2. In other words, the writing wouldn’t get caught up with any global issues, especially content development and organization in L2. Since this stage requires to write on their own, they would need a great skill to compose your thoughts in L2. To help with this, students would need to take two phases; 1) pinpoint a main idea of each source, and 2) summarize and paraphrase the sources for your needs. First, students should be able to highlight the main point of the selected sources and evaluate whether they fil your topic. Next, students should be able to transform the summary of the source available for the topic by paraphrasing the relevant part of the articles. Summarizing and paraphrasing in L2 play a key role in this stage.

Step 4. Time to Improve Using Boththe Heritage Language and Second Language

During revising and editing stage, students are encouraged to interact with classmates and the instructor for feedback. While exchanging feedback with classmates, use of L1 and L2 both can be devised to provide comprehensive feedback because each language (L1 and L2) can serve different functions of the writing. For example, many L2 writers have difficulty finding an appropriate word in the specific context, especially those vocabulary which are heavily cultural loaded. As a result, the paper causes unclarity and hinders readability despite free of grammatical errors. During the feedback, classmates and the instructor would focus on the clarity of the writing in terms of content and language use. For language use, students should talk about the recurring patterns of the writing and discuss the ways to improve. By focusing on unclarity part of the paper with peers who speak one or more languages, students should be able to notice different usage of the language in the context which eventually promotes linguistic sensitivity in their writing.

Step 5. Time to Polish and Share Using the Second Language

Students in the final stage of their writing need to make sure that your writing contains no grammar errors, spelling mistakes, missing punctuations, and so on. In order to refine and make your writing to be polished, students would follow three steps; 1) individual practice, 2) small group sharing, and 3) whole class presentation. Frist students would read aloud their writing on their own and see if their paper reads as intended without any pause. By practicing reading their paper aloud, students can have another opportunity for final check-ups and be prepared to share their piece with others. Next, students are encouraged to share their work within a small group before actually sharing it in a whole class. Sharing your work in a small group setting can lower affective filter and/or any anxiety about in-public presentation.

Figure 1. Translanguaging practice in writing as a recursive process.

What Contributions Can Translanguaging Offer to Multilingual Learners’ Learning Process?

Translanguage has been understood as a pedagogical approach to the bilingual education and more broadly to the language education scholarship over the past recent years; however, little has focused on the other aspects of translanguaging practices including cognitive engagement as well as justice and equity.

Translanguaging practices referring to use one or more languages in classroom is an effective instructional strategy to promote language learning. By unrestricting students’ language choice from the exclusionary manner, English learners draw their full linguistic and culture resources to carry out the task successfully. Their use of L1 and hybrid language practices between peers and/or teachers enhance understanding another language learning process and complement rigid strategies based on monolingual perspectives, and eventually promote cognitive engagement in the language learning.

We may recognize the system inequities associated with language(s) in our society. It has been a long history and becomes centered in educational discussion. By incorporating translanguaging practice in the classroom, we could transform the asymmetrical society into more balanced and equitable space for inclusive of everyone’s needs. As stated above, allowing students to use their full linguistic repertoire in their writing process can create an encouraging and safe learning environment where both ELs and Native speakers of English mutually benefit from dynamic interactions irrespective of their L1. Any writing classroom where translanguaging practices are employed; recognizing differences in linguistic and culture backgrounds, inviting multiple language practices, and collaborating with equal participation, are the way truly engaging with the real world which is essential to create just and equitable classroom.

References

Cummins, J. (2007). Rethinking monolingual strategies in multilingual classrooms. Canadian Journal of Applied Linguistics. 10(2), 221–240.

Pennycook, A. (2010). Language as a local practice. Routledge.