TRANSLANGUAGING WITH EAL LEARNERS Kamil Trzebiatowski EAL Consultant

TRANSLANGUAGING WITH EAL LEARNERS Kamil Trzebiatowski EAL Consultant & EAL Coordinator Directory of KTLangspec Courses MARCH 17 th, 2018, SATEAL Conference Presented by KAMIL TRZEBIATOWSKI ktlangspec. co. uk 07375473608 kamil@ktlangspec. co. uk ktlangspec KTLangspec EAL Training, 7 Salisbury St, Flat 4, Hull, HU 5 valuediversity-teacher. co. uk/

1 EAL Learners Should Speak Only English at School Speaking any Farsi will interfere with your British education! Only English allowed! Always speak English! EAL Learners Should Maintain Their Full Linguistic Repertoire

The Dual Iceberg Model: Common Underlying Proficiency • Proficiency involving more cognitively demanding tasks (literacy, problem solving, abstract thinking) is shared between languages • Cognitive and linguistic awareness can be applied in L 1 and L 2 • Concepts can be transferred from one language to another • The development of L 2 is helped by the continuing development of L 1 From: http: //www. educ. ualberta. ca/staff/olenka. bilash/best%20 of% 20 bilash/iceberg. html

The Prism Model http: //www. thomasandcollier. com/assets/2004 winter_njrp_astounding-effectiveness-of-dl. pdf Only if you cater to all the elements of the Prism, can EAL students catch up with their native-speaking peers

ADDITIVE BILINGUALISM SUBTRACTIVE BILINGUALISM The first language continues to be valued. The first language continues to be developed. The second language is added. The first language diminishes as a result. 1 st language: 2 nd language: 1+1=2 -1+1=0 + - Lambert, W. E. (1975). Culture and language as factors in learning and education. In A. Wolfgang (Ed. ), Education of immigrant students: Issues and answers (pp. 55– 83). Toronto: Ontario Institute for Studies in Education.

Garcia, O. and Li Wei (2014) Translanguaging: Language, Bilingualism and Education. London: Palgrave Mac. Millan Pivot CODE-SWITCHING TRANSLANGUAGING From society’s perspective W 1 P 1 S 1 e g ua g n W 2 P 2 S 2 e am n e W 1 P 2 S 1 S 2 P 2 W 2 P 1 P 2 S 2 h ot t r 2 or more languages: L 1 and L 2 One is the dominant one, the other one inferior y nc we Po L 1 a dl How the speaker sees/experiences it l ua g n i le ’s er n ar e ag il b he T The language belongs to the individual & community that has shaped him/her No language hierarchy = interrelationship L 1 L 2 After http: //slideplayer. com/slide/10190686/

“ Translanguaging differs from the notion of code-switching in that it refers not simply to a shift or a shuttle between two languages, but to the speakers’ construction and use of original and complex interrelated discursive practices that cannot be easily assigned to one or another traditional definition of language, but that make up the speakers’ complete language repertoire. ” (García & Wei 2014)

Counters the “two-solitudes assumption” (Cummins, 2007) Engli sh ic A b ra The Bilingual Brain: Not just L 1 + L 2 = bilingual; qualitatively different from the brains of monolinguals (brain plasticity) (Abutalebi, Cappa & Perani 2001) Language comprehension: Early bilinguals: single neural machinery in temporal and frontal lobes (left hemisphere) Less proficient (emergent) bilinguals: different pattern of activation for each language Greater language proficiency = increase in the use of a common network in the language area of the brain Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. #e Canadian Journal of Applied Linguistics, 10, 221– 240. Switching between languages: More activation in the right hemisphere of the brain than monolinguals, particularly in dorso-lateral prefrontal cortex. Kovelman, Baker and Petitto (2008)

Reactive multilingualism Post-French revolution Current European Union practices Reactionary monolingualism Reactionary multilingualism Parisian French seen as the only means of unifying the behaviours of multilingual peasants in the revolutionary France. Efforts to bring the unmanageable diversity of European speech practices Hoping to sort out: Social frictions, socioeconomic divides, cultural misunderstandings, religious commitments Multilingualism in an orderly way What did you have? VS Who came? “Community coherence” Is everything translatable?

http: //www. nysieb. ws. gc. cuny. edu/files/2012/06/FINALTranslanguaging-Guide-With-Cover-1. pdf

STRATEGIES

L 1 is PRIOR KNOWLEDGE ACTIVATE IT!

UNDERSTANDING

SIMPLES. TRANSLATE YOUR KEYWORDS https: //docs. google. com/spreadsheets/d/1 Pyx. Bv_vbx 87 c. Yk 2 r. J Mxqd 2 rsq 7 s 5 Fkz. EBRBt 6 h. BMr 2 A/edit? usp=sharing

Translate your keywords for them before the lesson Give them as homework to learn at home prior to your lesson They can access your lesson so much easier aka magic