Translanguaging, a term that originated in Wales in the 1980s and was popularized in the U.S. by Dr. Ofelia García, refers to the natural ways that bilingual or multilingual individuals access their full linguistic repertoires to make meaning and to communicate across settings. Dr. García’s research underscores how applying a translanguaging lens to classroom settings can enhance pedagogies in support of multilingual learners.

Brown students enrolled in EDUC 0425 explore the concept of translanguaging, its theoretical foundations, and practical applications in the classroom. Professor Tricia Kelly was inspired to create this seminar to help address the growing interest and need for effective translanguaging practices in K-12 schools.

“Translanguaging is a ‘hot topic’ in education circles now and it can be interpreted in multiple ways,” explains Kelly. “I wanted to provide Brown students, many of whom are themselves bilingual or multilingual, with the opportunity to investigate translanguaging at a personal level and to simultaneously learn about and engage with linguistic diversity in our local communities.” 

Kelly's approach to designing the course involved structured interviews and classroom observations with local educators, ensuring that the curriculum is grounded in real-world needs and challenges. Students enrolled in the class will learn to design and implement translanguaging strategies, reflecting on their own language experiences and the implications for local schools serving a diverse student body. 

Students will work directly with local teachers, observing classrooms and providing practical support for teachers working with multilingual learners. Participating teachers will receive honoraria to recognize their time, effort, and involvement, thanks to support from the Swearer Center for Public Service at Brown.

EDUC 0425 aims to make a tangible impact on schools in Rhode Island, where the number of multilingual learners continues to rise. “Many local teachers are interested in learning more about how translanguaging pedagogies can support their work as culturally responsive educators," says Kelly. “The resources and strategies developed through this course will be of immediate use to them in their classes. We compile these resources so that they will be made available open-access for other teachers who are working with MLL students.”

“I hope that the resources we develop can provide teachers with sparks of new ideas to support their students’ sociocultural and academic development in ways that highlight multilingualism as a superpower.”

Kelly offers valuable advice for educators looking to integrate translanguaging practices into their teaching. “We need to ask ourselves not only what languages students speak but also when they use their languages and how they connect to their identities. Respecting and providing opportunities for students to use their languages as resources in our classes can be empowering and impactful.” 

“While it is amazing to be able to speak the same languages as our students, it is not required to provide these opportunities,” Kelly explains. “Starting with one lesson that explicitly draws on languages other than English and then soliciting student feedback is a great way to start.”

The small nature of this seminar class allows it to be adaptable, with feedback from students leading to revisions that enhance the learning experience. Kelly mentions that this year, based on student feedback from last semester, students will have more opportunities for classroom observations and a deeper exploration of the linguistic landscape of Brown and the broader Rhode Island community.

"This course is a balance of investigating current theories and emerging research while partnering with local educators who are supporting multilingual learners in their classes," says Kelly. "This focus on integrated praxis is at the center of all of my work in the Education Department."